llUlSm'riVK  TEACHING 


Oak  Street 
UNCLASSIFIED 


Univ.of  m#  Library 
51 

9B&7 


\ 


. 


ILLUSTRATIVE  TEACHING; 


OR, 


PRACTICAL  BUTTS 

TO  SUNDAY  SCHOOL  TEACHERS 

ON  THE 

dtotlertiott  Hub-  Wist  of  Illustrations 

BY 

WILLIAM  LI.  GROSER,  E.  G.  S., 

Of  the  London  Sunday  School  Union. 


SECOND  AMERICAN, 

PROM  THE  SECOND  LONDON  EDITION. 


NEW  YORK: 

ANSON  D.  F.  RANDOLPH, 

No.  770  BKOADWAT. 

186V. 


CONTENTS 


CHAP.  PAGE, 


I.  ILLUSTRATION — ITS  NATURE  AND  INFLU- 
ENCE  5 

II.  ILLUSTRATION  IN  SUNDAY  SCHOOL  TEACH- 
ING  12 

III.  ON  THE  USE  OF  ILLUSTRATION 17 

IV.  HOW  TO  ILLUSTRATE  A LESSON 26 

V.  ON  THE  SOURCES  OF  ILLUSTRATION 50 

VI.  DITTO  • ( concluded ) 58 

VII.  ON  COLLECTING  ILLUSTRATIONS.  CON- 
CLUDING HINTS 66 


<J 


I 


ILLUSTRATIVE  TEACHING. 


CHAPTER  I. 

ILLUSTRATION — ITS  NATURE  AND  INFLUENCE. 

One  of  the  most  encouraging  signs  of  the  times, 
in  connection  with  the  religious  education  of 
the  young,  is  the  increased  anxiety  manifested 
by  Sunday  school  teachers  to  attain  a higher 
degree  of  efficiency  in  the  discharge  of  their 
important  and  responsible  duties.  The  convic- 
tion is  spreading,  that  if  young  people  are  to 
be  retained  beneath  the  hallowed  influence  of. 
the  Sunday  school,  in  the  midst  of  so  many  in- 
ducements to  spend  the  Lord’s  day  in  frivolous 
or  sinful  amusements,  Divine  truth  must  be 
expounded  and  enforced  by  the  teacher  with  a 
power  and  attractiveness  which,  to  say  the 
least,  are  not  ordinarily  displayed. 

1*  (5) 


Hi 


I ra 


6 


ILLUSTRATIVE  TEACHING. 


The  vast  importance  of  illustration  as  a means 
of  investing  doctrinal  truth  with  an  interest 
which,  in  its  abstract  form,  it  may  not  seem  to 
possesses  daily  becoming  more  fully  recognized. 
Many  young  persons  are  desirous  of  adopting 
the  illustrative  mode  of  teaching ; and  the  in- 
quiry is  often  proposed — “ How  can  I learn  to 
illustrate  with  skill  and  success?”  To  such 
the  following  hints  are  offered,  in  the  hope  that 
they  may  aid  the  earnest  teacher  in  cultivating 
those  methods  of  religious  instruction  which 
are  best  calculated,  under  the  Divine  blessing, 
to  win  the  youthful  heart  to  the  love  of  sacred 
truth. 

By  “illustrative  teaching,”  we  understand 
the  employment  of  particular  facts  or  incidents, 
in  the  different  forms  of  anecdote,  simile,  prov- 
erb, or  parable,  for  the  purpose  of  explaining 
or  enforcing  certain  doctrines  or  principles. 

The  degree  in  which  public  teachers  are  in- 
debted for  their  popularity  to  illustration,  is 
perhaps  even  greater  than  is  generally  imag- 
ined. Both  written  and  oral  teaching  are  to  a 
large  extent  dependent  on  illustration  for  any 
attractions  which  they  may  possess.  Let  us 
adduce  two  or  three  instances. 

The  spell  which  binds  the  reader  to  the 
charmed  pages  of  Macaulay  is  derived  mainly 


ILLUSTRATIVE  TEACHING-. 


7 


from  illustration.  To  this  fact  the  Rev.  Dr. 
Angus,  in  a lecture  delivered  before  the  mem- 
bers of  the  Sunday  School  Union  Library  and 
Reading  Room,  made  reference  in  the  follow- 
ing terms : — 

After  characterizing  his  lordship’s  “Essays” 
as  44  the  most  perfect  specimens  of  artistic  skill 
which  our  language  contains,”  the  Doctor  add- 
ed, 44  Rightly  to  study  them  is  really  to  learn 
the  secret  of  their  success.  If  I could  do  for  a 
Sunday  school  what  Macaulay  has  done  for  the 
wide  world,  Y should  become  as  effective  as  he ; 
and  though  the  rules  of  his  art  are  not  at  first 
apparent,  there  are  rules,  and  my  business  is 
to  get  at  them,  and  to  turn  them  to  my  own 
purposes.  You  notice,  for  example,  in  his  par- 
agraphs, he  scarcely  ever  states  a truth  in  an 
abstract  form;  or  if  he  does,  it  is  but  once, 
and  the  abstract  statement  is  beset  all  round 
with  endless  illustrations.  Everything  is  con- 
crete, individualized,  personal.  He  never 
speaks,  for  example,  of  the  practice  of  the  Puri- 
tans in  adhering  so  closely  to  scriptural  names, 
without  saying  that  they  called  their  children 
Ephraim,  or  Manasseh.  In  other  words,  he 
does  not  mark  the  practice  abstractedly,  but 
illustrates  it  by  particular  cases.” 

The  popularity  of  great  preachers  is  likewise 


8 


ILLUSTRATIVE  TEACHING. 


largely  attributable  to  their  powers  of  illustra- 
tion. Latimer,  Whitefield,  and  Chalmers,  in 
former  times,  and  Mr.  Spurgeon,  in  the  present 
day,  are  remarkable  instances. 

Of  Latimer  it  has  been  said, — “ He  owed  not 
a little  of  his  power  to  the  use  he  made  of  an - 
ecdote  and  incident . He  was  like  a master, 
converting  the  Scriptures  themselves  into  a 
pictorial  story-book  for  his  children,  and  study- 
ing it  with  them.  Sometimes  his  preaching  con- 
sisted very  much  in  personal  recollections  and 
experiences,  with  accounts  of  the  dealings  of 
God  with  individual  consciences ; so  that  some 
of  the  most  interesting  notices  of  the  English 
Reformation  are  now  to  be  derived  from  his 
sermons.” 

Whitefield’s  marvellous  power  in  the  pulpit 
is  traceable,  in  a great  measure,  to  his  skill  in 
the  relation  and  application  of  anecdotes.  On 
one  occasion,  Dr.  Lathrop,  an  American  cler- 
gyman, related  to  Mr.  Whitefield  an  occurrence 
which  he  thought  would  interest  him,  display- 
ing, however,  but  little  feeling  as  he  told  the 
story.  On  the  same  day  the  great  preacher 
introduced  the  anecdote  into  his  sermon,  and 
Dr.  Lathrop,  as  he  heard  it,  found  himself 
weeping  like  a child. 

One  of  Dr.  Chalmers’s  discourses  is  thus  de- 


ILLUSTRATIVE  TEACHING. 


9 


scribed : — “ Chalmers  began  in  his  usual  un- 
promising way,  by  stating  a few  nearly  self- 
evident  propositions,  neither  in  the  choicest 
language,  nor  in  the  most  impressive  voice. 
. . . Chalmers  went  on.  . . . He  got 

into  the  mass  of  his  subject ; his  weakness  be- 
came strength ; his  hesitation  was  turned  into 
energy,  and,  bringing  the  whole  volume  of  his 
mind  to  bear  upon  it,  he  poured  forth  a current 
of  the  most  close  and  conclusive  arguments, 
brilliant  with  all  the  exuberance  of  an  imagina- 
tion which  ranged  over  all  nature  for  illustra- 
tions, and  yet  managed  and  applied  each  of 
them  with  the  same  unerring  dexterity,  as  if 
that  single  one  had  been  the  study  of  a whole 
life.” 

A critical  examination  of  one  of  Mr.  Spur- 
geon’s discourses  would  probably  lead  to  the 
conclusion  that  its  attractiveness  was  due  chiefly 
to  its  varied  and  appropriate  illustrations, — 
anecdotes,  similes,  metaphors,  and  poetic  quo- 
tations. 

The  value  of  illustration  is  manifested  on  the 
platform  as  well  as  in  the  pulpit.  The  reader’s 
own  observation  will  probably  furnish  nu- 
merous examples.  Let  him  call  to  mind  the 
speeches  which  elicited  the  loudest  applause  at 
the  last  public  meeting  he  attended,  and  he 


10 


ILLUSTRATIVE  TEACHING. 


will  find  that  skilful  illustration  was  to  a large 
extent  the  source  of  the  influence  exerted  by 
the  orators. 

Dr.  Cheever,  in  speaking  of  the  use  of  anec- 
dotes, makes  the  following  remark  : — 44  Every 
one  must  have  observed  the  eflect  of  such  lights 
and  illustrations  upon  an  audience.  The  whole 
assembly  may  have  appeared  up  to  that  point 
uniterested,  listless,  even  oppressed  with  stupor. 
But  the  moment  the  preacher  says,  4 1 will  illus- 
trate this  point  by  a relation  of  what  took  place 
in  the  life  of  such  or  such  a person,’  an  entire 
change  comes  on  the  whole  congregation. 
Every  countenance  is  lighted  up  with  expecta- 
tion, every  mind  is  on  the  alert,  every  ear  is 
open  and  attentive.”  This  remark  is  equally 
true  in  reference  to  other  kinds  of  illustration, 
not  strictly  anecdotal. 

On  the  other  hand,  it  is  chiefly  the  absence 
of  illustration  which  renders  a style  heavy  and 
uninteresting,  and  imparts  that  peculiar  but 
well  known  quality  denominated  u prosiness .” 
44  What  he  says  is  extremely  good,”  we  are 
frequently  told,  44  but,  oh ! he  is  so  prosy.” 
This  prosiness  will  be  found  to  arise  from  the 
partial  or  entire  absence  of  illustrative  mas- 
ter. 

But  whence,  it  may  well  be  asked,  does  this 


ILLUSTRATIVE  TEACHING. 


11 


attractive  power  of  illustration  arise?  Where 
lies  the  secret  of  its  influence  ? It  is  based,  we 
reply,  upon  two  simple  principles,  familiar  to 
all  who  have  studied  the  faculties  and  disposi- 
tions of  the  human  mind.  The  first  is,  that, 
to  an  ordinary  mind , truth  in  an  abstract  or 
general  form  is  distasteful , but  in  a concrete 
or  particular  form , agreeable . The  second  is, 
that  the  mind  delights  in  analogies. 

From  these  two  facts  the  value  and  impor- 
tance of  illustration  arise.  With  regard  to  the 
first,  when  an  illustration  is  employed,  the  con- 
crete is  brought  forward  to  exemplify  the  ab- 
stract— the  particular  case  to  explain  or  enforce 
the  general  principle.  Abstract  doctrine  is 
thus  made  to  shine  with  the  borrowed  light  of 
illustrative  fact,  by  which  its  beauty  is  enhanced, 
and  its  real  nature  more  clearly  made  known. 
And  as  to  the  second,  it  is  clear  that  an  anal- 
ogy must  in  every  case  be  drawn  between  the 
illustrative  fact  and  the  doctrine  illustrated, 
which  analogy  it  is  the  duty  of  the  teacher 
to  place  before  the  mind  of  the  pupil. 

By  the  employment  of  illustrations,  therefore, 
the  love  of  the  concrete  and  the  love  of  analo- 
gies are  alike  gratified.  Hence  their  attrac- 
tiveness. 

The  principles  and  influence  of  illustration 


12 


ILLUSTRATIVE  TEACHING. 


having  thus  been  glanced  at,  its  application  to 
Sunday  school  instruction  must  next  engage 
our  thoughts. 


CHAPTER  II. 

ILLUSTRATION  IN  SUNDAY  SCHOOL  TEACHING. 

We  have  seen  that  the  value  and  importance 
of  illustration,  in  oral  and  written  instruction, 
arise  from  two  characteristics  of  the  human 
mind, — viz.,  the  love  of  the  concrete  and  partic- 
ular, and  the  love  of  analogies. 

Now  it  is  unquestionably  true  that  the  above 
predilections  are  peculiarly  strong  in  the  season 
of  youth . Children  have  a passion  for  details, 
and  revel  in  analogies.  Mark  their  fondness 
for  stories , however  frivolous;  word-pictures , 
however  meagre;  and  comparisons,  however 
common-place.  What  magic  power  41  Once  upon 
a time”  has  over  the  mind  of  a little  one ! Ab- 
stract rules  and  general  principles,  on  the  con- 
trary, are  positively  intolerable.  The  inference 
is  plain  that,  in  teaching  children,  ilhirtration 
must  be  largely  employed,  in  order  to  excite 
their  interest  and  fix  their  attention. 

It  is  to  be  feared  that  many  persons,  who  are 


ILLUSTRATIVE  TEACHING. 


13 


aware  of  the  above  fact,  somehow  or  other 
overlook  the  inference.  Were  it  otherwise,  we 
could  not  account  for  the  prevalence  of  that 
prosy,  unillustrative  style  so  often  adopted  even 
by  professed  instructors  of  the  young.  Abstract 
generalizations  too  frequently  usurp  the  place 
of  interesting  detail  and  vivid  imagery;  and 
this,  we  firmly  believe,  is  one  of  the  reasons 
why  young  persons  are  not  retained  for  a longer 
period  under  Sunday  school  instruction.  The 
attractions  of  the  class  are  not  sufficiently  strong 
to  counterbalance  the  attractions  of  worldly 
pleasure,  and  the  scholar  is  drawn  away  into 
scenes  of  folly  and  godlessness,  if  not  of  actual 
vice, — when  a different  mode  of  instruction 
might  have  restrained  his  wandering  steps, 
and  led  him  to  the  love  and  practice  of  virtue 
and  religion. 

The  Sunday  school  teacher  is  encouraged  to 
cultivate  an  illustrative  style,  not  only  by  prin- 
ciples such  as  those  we  have  adduced,  but  also 
by  the  concurrent  examples  of  the  most  success- 
ful religious  instructors  of  the  young.  Exam- 
ine, for  instance,  the  writings  of  Todd  and 
Abbott,  — the  “Lectures  to  Children,”  and 
“ Truth  made  Simple,”  of  the  former,  and  the 
“Young  Christian,”  “Corner  Stone,”  and 
“ Way  to  do  Good,”  of  the  latter.  If  there  be 

a ^ 


14 


ILLUSTRATIVE  TEACHING. 


one  feature  in  these  works  more  prominent 
than  the  rest,  it  is  the  abundance  of  apt  illus- 
tration. The  same  may  be  said  of  the  more 
recently  published  “Addresses  to  Children,” 
by  the  Rev.  S.  G.  Green,  and  the  “ Fragments 
from  the  Great  Diamond,”  by  the  Rev.  James 
Bolton.  Nor  is  this  a mere  accident  of  style; 
the  above  writers  recorhmend  as  well  as  adopt 
the  practice  of  careful  and  constant  illustration 
in  the  religious  instruction  of  children.  The 
following  well-known  passage  may  be  regarded 
as  representing  the  views  of  all  those  whose 
skill  and  experience  in  the  Sunday  school  work 
entitle  them  to  speak  with  authority  on  such  a 
subject.  “Nothing  is  easier  than  to  talk  to 
children ; but  to  talk  to  them  as  they  ought 
to  be  talked  to,  is  the  very  last  effort  of  ability. 
A man  must  have  a vigorous  imagination.  He 
must  have  extensive  knowledge,  to  call  in  illus- 
tration from  the  four  corners  of  the  earth  ; for 
he  will  make  very  little  progress  but  by  illustra- 
tion.” 

But  the  Sunday  school  teacher  has  a far 
higher  example  of  an  illustrative  style  than  any 
furnished  by  merely  human  educators.  He 
who  “ spake  as  never  man  spake”  was,  in  the 
strictest  sense  of  the  word,  an  illustrative  teach- 
er. Abstract  doctrines  and  general  principles 


ILLUSTRATIVE  TEACHING. 


15 


rarely  flowed  from  his  lips,  except  as  embodied 
in  illustrative  facts  and  incidents.  He  presented 
to  the  minds  of  his  hearers  no  dry  skeletons  of 
theology;  all  was  living,  moving,  breathing- 
truth.  The  gorgeous  blossoms  of  the  scarlet 
lily,  and  the  glossy  plumage  of  the  well-fed 
ravens,  were  by  him  made  to  teach  his  disciples 
lessons  of  moderation  in  their  care  for  the  fu- 
ture. The  sower  scattering  the  precious  grain, 
and  the  mustard-tree  with  its  feathered  inhabi- 
tants, furnished  emblems  of  the  nature  and 
progress  of  Messiah’s  kingdom.  The  waters  of 
Jacob’s  well  called  the  attention  of  the  woman 
of  Sychar  to  the  living  water,  “ of  which  if  a 
man  drink,  he  shall  live  for  ever.”  And  the 
golden  vine  which  glittered  above  the  doors  of 
the  second  Temple  was  made  to  typify,  in  a 
touching  manner,  the  union  subsisting  between 
Christ  and  his  people. 

So  largely,  indeed,  did  our  Lord  employ  one 
form  of  illustration  in  his  addresses  to  the  mul- 
titudes who  thronged  to  hear  him,  that  the 
evangelist  emphatically  remarks,  “ Without  a 
parable  spake  he  not  unto  them.” 

The  force  of  the  Saviour’s  example  in  this 
respect  will  be  even  greater  if  the  fact  be  kept 
in  view,  that  the  relation  sustained  by  him  to 
his  disciples,  during  the  period  of  his  earthly 


16 


ILLUSTRATIVE  TEACHING. 


ministry,  closely  resembled  that  which  now 
subsists  between  the  Sunday  school  teacher  and 
his  youthful  charge. 

Every  thoughtful  reader  of  the  Gospel  must 
have  been  struck  with  the  really  childish  sim- 
plicity exhibited  by  the  disciples  of  Christ  in 
reference  to  spiritual  truth,  and  the  extreme 
difficulty  with  which  their  minds  seem  to  have 
grasped  those  doctrines  which  we  deem  too 
plain  to  need  any  explanation.  So  dull  and 
ignorant  do  the  first  Christian  scholars  appear 
in  our  eyes,  that,  despite  their  lowly  condition 
of  life,  we  wonder  that  their  patient  Instructor 
was  not  oftener  led  to  exclaim,  “ Are  ye  also 
yet  without  understanding  ?”  The  questions 
they  proposed,  and  the  opinions  they  expressed, 
were  often  just  such  as  we  should  now  expect 
to  hear  from  the  lips  of  a Sunday  scholar  of 
average  age  and  intelligence.  Nor  is  the  com- 
parison a merely  fanciful  one.  The  minds  of 
the  disciples  were  in  an  immature  condition, 
and  possessed  but  a dim  appreciation  of  spirit- 
ual truth,  like  the  minds  of  the  children  who 
ordinarily  attend  our  Sunday  schools  at  the 
present  time.  Hence  the  same  mode  of  in- 
struction would  be  re  quire  (bin  both  cases.  Let 
the  readers  of  these  pages,  therefore,  recognize 
in  their  Divine  Master  a model  teacher , as  well 


ILLUSTRATIVE  TEACHING. 


17 


as  a model  man  ; and  strive  to  become  imita- 
tors of  the  Good  Shepherd,  while  leading  His 
lambs  into  the  pastures  of  heavenly  truth. 


CHAPTER  III. 

ON  THE  USE  OF  ILLUSTRATION. 

Hitherto  we  have  regarded  illustration  chiefly 
as  a means  of  imparting  attractiveness  to  ab- 
stract or  general  truths ; but  its  other  uses 
must  not  be  overlooked.  It  has  an  illuminat- 
ing as  well  as  a decorative  power.  An  illustra- 
tion, as  the  term  itself  implies,  throws  light  on 
truth,  and  aids  in  the  removal  of  obscurities. 
It  will  sometimes  happen,  as  every  teacher 
knows,  that  in  spite  of  all  his  efforts  to  use  sim- 
ple language,  his  scholars  evidently  fail  to  catch 
his  meaning.  The  idea,  so  clear  to  the  teacher, 
is  to  the  pupil  hidden,  as  in  a mist.  In  such  an 
exigency,  illustration  is  imperatively  called  for, 
and  will,  in  almost  every  instance,  accomplish 
the  desired  object.  In  the  eloquent  language 
of  Tupper, — 

“ Precepts  and  rules  are  repulsive  to  a child,  but  happy 
illustration  winneth  him. 

In  vain  shalt  thou  preach  of  industry  and  prudence,  till 
he  learn  of  the  bee  and  the  ant. 

2* 


18 


ILLUSTRATIVE  TEACHING. 


Dimly  will  ho  think  of  his  soul,  till  the  acorn  and  the 
chrysalis  have  taught  him  ; 

He  will  fear  God  in  thunder,  and  worship  his  loveliness  in 
flowers ; 

And  parables  shall  charm  his  heart,  while  doctrines  seem 
dead  mystery.” 

And  further,  illustrations  are  singularly  effec- 
tive as  aids  to  the  memory . They  are  to  ab- 
stract truth  what  tendrils  are  to  the  climbing 
plant, — giving  it  a firm  hold  upon  the  object 
with  which  it  is  brought  into  contact. 

A recent  writer  well  remarks,  “ It  is  of  no 
use  denying  the  fact,  but  it  may  do  some  good 
to  acknowledge  it,  that*  the  greater  portion  of 
every  public  instructor’s  remarks — be  it  from 
the  pulpit,  the  lecture-room,  or  the  class — is 
forgotten  before  the  dismissal  of  the  audience. 
It  is  an  exception  to  this  rule  whenever  an 
illustration  accompanies  the  remark.  The  sim- 
ile, the  anecdote,  or  the  fable,  is  sure  to  be  re- 
membered ; and  the  sentiment  to  which  it  was 
linked  is  obliged  to  go  with  it.”* 

Illustration,  then,  has  a threefold  value.  It 
tends  to  render  truth  more  attractive  in  its  ap- 
pearance, more  obvious  in  its  meaning,  and 
more  lasting  in  its  effects  upon  the  mind.  To 
derive  from  it,  however,  all  the  advantages 

* Blacket’s  “Young  Men’s  Dlass,”  page  117. 


ILLUSTRATIVE  TEACHING. 


19 


which  it  is  capable  of  affording,  requires  not  u 
little  care  and  judgment.  Illustrations  are  like 
locomotive  engines,' certain  to  do  mischief  if 
not  guided  aright ; and  therefore,  to  be  used 
safety,  they  must  be  used  with  discretion.  But 
the  earnest  teacher,  however  inexperienced, 
need  not  shrink  from  attempting  an  illustrative 
style ; indeed,  if  he  would  achieve  success,  he 
must  make  the  attempt ; only  let  him  remem- 
ber that  in  this,  as  in  every  other  art,  skill  can 
be  acquired  only  at  an  outlay  of  time  and 
trouble.  The  following  points  should  be  borne 
in  mind : — 

1.  There  must  be  something  to  illustrate . — 
This  remark  may  seem  very  unnecessary ; but, 
unfortunately,  the  practice  of  illustrating  noth- 
ing is  too  common  in  Sunday  schools  to  be  over- 
looked. Many  teachers  seek  to  purchase  the 
forbearance — we  will  not  say  the  interest — of 
their  scholars  during  the  ordinary  exercises  of 
the  class,  by  promising  to  tell  or  read  a story 
to  them,  when  the  lessons  shall  have  been  re- 
peated, and  the  accompanying  sermon  quietly 
listened  to.  That  is,  the  children  shall  each 
have  a sugar-plum,  if  they  are  good,  and  take 
their  physic  without  making  wry  faces.  Against 
such  a practice  the  writer  begs  to  protest,  as 
most  mischievous  in  its  tendencies.  Among 


20 


ILLUSTRATIVE  TEACHING. 


other  evils,  it  impresses  children  with  the  idea 
that  religious  teaching  is  something  repulsive, 
endurable  only  when  quickly  followed  by  a 
story. 

A Sunday  school  teacher  has  no  right  to  use 
illustrations  in  his  class,  except  for  illustrative 
purposes . He  fritters  away  valuable  time  when 
he  descends  to  the  relation  of  tales  and  anec- 
dotes, however  good,  merely  to  amuse  his  schol- 
ars and  keep  them  quiet.  No  doubt  he  often 
feels  a strong  temptation  to  awaken  the  interest 
of  the  young  people  by  telling  them,  for  in- 
stance, all  the  thrilling  details  of  the  great  fire 

in street ; how  first  the  smoke  and  then 

the  flames  burst  forth  from  all  parts  of  the 
house — how  the  panes  of  glass  were  heard  to 
dash  in  pieces  on  the  pavement  below — how 
the  engines  came  rattling  at  full  speed  along 
the  street — how  streams  of  water  were  poured 
into  the  building — how  one  little  boy  was  left 
behind,  and  everybody  thought  he  would  be 
burnt  to  death  — and  how  a brave  fireman 
rushed  through  the  flames,  and  saved  the  child’s 
life  at  the  risk  of  his  own.  All  this  may  prove 
very  attractive,  but  it  is  not  attractive  teachmg , 
unless  opportunity  be  taken  pointedly  to  en- 
force some  practical  truth  deducible  from  the 
anecdote,  such  as,  The  obligation  of  children 


ILLUSTRATIVE  TEACHING. 


21 


to  love  that  Saviour  who  gave  his  life  to  rescue 
them  from  a more  than  earthly  death.  With- 
out the  lesson,  the  story  will  prove  worse  than 
useless,  by  diverting  the  attention  of  the  schol- 
ars from  more  important  subjects.  Nor  will 
its  introduction  be  unobjectionable,  unless  the 
doctrine  be  involved  in  the  subject  appointed 
to  be  taught.  Concentration  is  essential  to 
deep  and  lasting  impression.  Let  everything 
be  brought  to  bear  upon  one  subject ; let  each 
Sabbath’s  instruction  be  made  to  circle  round, 
some  central  theme,  as  satellites  revolve  round 
their  primary;  then,  and  only  then,  will  the 
scholars  leave  the  class,  at  the  close  of  the  ex- 
ercises, with  clear  and  distinct  impressions  of 
what  they  have  been  taught. 

Illustrations,  we  repeat,  must  illustrate  some- 
thing, and  are  allowable  only  so  far  as  they  are 
aids  to  doctrinal  truth ; never  as  substitutes  for 
it.  They  are  like  condiments,  excellent  when 
eaten  with  more  solid  food,  but  quite  unfit  to 
be  taken  in  its  place. 

2.  Illustrations  must  be  made  subordinate  to 
the  truths  illustrated. — It  is  not  enough  that 
there  be  viands  as  well  as  seasoning ; the  latter 
must  also  be  kept  in  due  proportion.  It  is  not 
enough  that  there  be  doctrine  and  illustration ; 
the  latter  must  be  made  subordinate  to  the 


22 


ILLUSTRATIVE  TEACHING. 


former.  An  illustration  misses  its  mark  when- 
ever it  withdraws  the  attention  of  the  hearer 
from  the  truth  which  it  illustrates.  Just  as  the 
splendour  of  a court  adds  to  the  magnificence 
of  its  sovereign,  so  an  illustrative  anecdote  or 
simile  should  tend  to  give  prominence  and 
effect  to  the  doctrine  or  principle  with  which 
it  is  associated. 

Some  care  is  therefore  needed  to  prevent  the 
illustration  eclipsing  the  doctrine,  and  thus  be- 
coming a hindrance  rather  than  a help  to  the 
teacher.  An  illustration,  to  be  effective,  should 
be  shorty  simple , obvious  and  appropriate . 

It  should  be  short . The  time  which  a teacher 
spends  in  his  class  is,  at  best,  but  very  brief. 
hTow,  in  order  to  render  his  instructions  both 
attractive  and  useful,  he  will  probably  find  it 
necessary  to  allot  to  each  Sabbath’s  lesson  sev- 
eral illustrations.  But  children,  especially  young 
ones,  are  fond  of  minute  details ; and  in  seek- 
ing to  gratify  this  taste,  the  teacher  must  ever 
keep  in  view  the  amount  of  time  at  his  disposal ; 
or,  as  is  often  the  case  in  sermons,  he  may  find, 
when  too  late,  that  his  first  u head,”  like 
Aaron’s  rod,  has  swallowed  all  the  rest.  Two 
or  three  minutes  are  quite  enough  even  for  an 
anecdote;  and  lengthened  illustrations,  how- 
ever good,  had  better  be  avoided. 


ILLUSTRATIVE  TEACHING. 


23 


It  should  be  simple.  Brevity  must  not  be 
gained  at  the  expense  either  of  simplicity  or 
attractiveness.  Since,  therefore,  as  we  have 
just  remarked,  children  love  details,  it  will  be 
desirable  not  to  make  illustrations  too  terse, 
especially  in  teaching  junior  scholars.  In  or- 
der to  afford  room  for  such  details,  and  yet  be 
brief,  it  will  be  necessary  to  choose  simple  facts 
for  the  purposes  of  illustration.  As  a rule,  an- 
ecdotes and  narratives,  which  suggest  more 
than  one  prominent  truth,  should  be  rejected. 
A complex  illustration  will  be  found  too  un- 
wieldy to  be  used  with  success.  We  may  here 
add  that,  generally  speaking,  a larger  number 
of  more  concise  illustrations  should  be  brought 
forward  in  a class  of  elder  children,  while  a 
less  number  of  more  detailed  illustrations  will 
be  preferable  for  younger  scholars. 

It  should  be  obvious . Let  the  teacher  re- 
member that  he  has  to  deal  with  children,  who, 
though  extremely  fond  of  illustrations,  are  yet 
able  to  appreciate  only  those  which  are  simple 
and  familiar.  Therefore  let  subtle  analogies, 
however  exquisite,  be  discarded  in  the  Sunday 
school  class.  It  is  better  to  use  the  tritest  sim- 
iles and  the  most  threadbare  anecdotes,  than 
those  which,  although  far  superior  in  th  emselves, 
are  less  likely  to  he  appreciated  by  the  youth- 


24 


ILLUSTRATIVE  TEACHING. 


ful  mind.  That  which  the  adult  would  deem 
common-place,  is  better  than  that  which  the 
child  would  find  obscure  and  unintelligible. 
For  instance, — a teacher  wishes  to  impress  his 
class  with  the  thought,  that  every  action  they 
perform  will  exercise  an  influence  upon  their 
future  lives.  Two  illustrations  occur  to  him. 
He  thinks  of  the  never-to-be-forgotten  “ circles, 
made  by  a stone  cast  into  a pond,”  and  also  of 
the  modern  hypothesis,  that  every  sound  w^e 
utter  causes  a wave  in  the  surrounding  atmos- 
phere, which  again  produces  a second,  and 
this  a third,  and  thus  the  sound  is  echoed  per- 
petually through  the  vast  realms  of  “upper 
air.”  Now,  the  latter  is  much  superior  to  the 
former  in  point  of  force  and  beauty ; yet  a wise 
teacher  would  probably  choose  the  well-worn 
“stone  in  a pond”  as  an  illustration  more  fa- 
miliar to  youthful  experience,  and,  therefore, 
more  likely  to  be  appreciated  and  remembered. 
In  after  life,  a pebble  casually  dropped  into  the 
water  might  recall  to  the  mind  of  the  scholar 
the  remarks  which  his  teacher  made  and  the 
lesson  which  he  sought  to  inculcate,  many  years 
before. 

It  should  be  appropriate . The  teacher’s 
illustrations  are  sure  to  be  remembered  by  his 
pupils ; consequently,  such  only  should  be  in- 


ILLUSTRATIVE  TEACHING. 


25 


troduced  as  are  worth  remembering.  Let  the- 
illustration  be  in  keeping  with  the  truth  which 
it  explains  or  enforces.  Ludicrous  incidents 
should  be  very  rarely  used,  if  at  all.  Though, 
sometimes  pointed  and  forcible,  they  are  apt 
to  connect  themselves  so  closely  with  the  doc- 
trine which  they  illustrate,  that  the  one  cannot 
be  thought  of  without  the  other.  Hence  a re- 
ligious truth  may  constantly  suggest  ludicrous 
ideas,  which  intrude  themselves  upon  the  at- 
tention when  least  desired.  The  safer  plan  is 
to  avoid  such  illustrations  altogether. 

3.  Illustrations  should  be  judiciously  dis- 
tributed. — By  this  we  mean  that  they  should 
not  be  crowded  together  in  any  one  part  of  the 
lesson.  We  have  already  alluded  to  the  effect 
which  a story,  told  at  the  end  of  the  usual  ex- 
ercises,. has  upon  the  attention  of  a class.  The 
same  evil  will  result  if  illustrations  be  lavished 
upon  one  part  of  the  subject  to  the  neglect  of 
the  remainder.  It  will  be  advisable,  therefore, 
for  the  teacher  to  make  a suitable  arrangement 
of  his  illustrations  when  preparing  for  his  class, 
and  to  allot  to  each  portion  of  the  lesson  its 
share  of  illustrative  matter.  The  best  mode 
of  making  that  allotment  will  form  the  next 
subject  of.  inquiry. 

3 


26 


ILLUSTRATIVE  TEACHING. 


CHAPTER  IV. 

HOW  TO  ILLUSTRATE  A LESSON. 

* 

Scripture  lessons,  as  ordinarily  taught  in  Sun- 
day schools,  are  usually  divided  into  two  classes 
— doctrinal , and  narrative . Of  the  former,  the 
following,  selected  from  the  Union  “List  of 
Lessons”  for  1855,  may  he  taken  as  specimens  : 
— “Faith;”  “Repentance;”  “Sabbath  breaking 
and  its  consequences;”  “We  should  worship 
God  only.”  The  “ List”  for  1858  consists  prin- 
cipally of  narrative  lessons.  The  following  are 
examples  : — “ The  Plagues  of  Egypt ;”  “ The 
man  who  was  born  blind ;”  “ Gideon  and  his 
victories;”  “Christ  at  Jericho;”  “The  Con- 
quest of  Canaan.” 

Although  there  is  an  apparent  difference  be- 
tween these  two  kinds  of  subjects,  they  become 
in  practice  almost  undistinguishable,  as  will  be 
seen  upon  examination.  In  all  cases,  a certain 
portion  of  Scripture  is  appointed  to  be  read, 
and  forms  the  basis  of  the  teacher’s  instructions. 
When  the  subject  is  a doctrinal  ox  preceptive 
one,  the  reading  lesson  is  generally  intended  to 
be  an  illustration  of  the  doctrine  or  precept 
(the  purely  didactic  parts  of  the  Bible  being 


ILLUSTRATIVE  TEACHING. 


27 


seldom  used  for  tlie  purpose).  For  instance, 
the  lesson  entitled,  “We  should  worship  God 
only,”  is  illustrated  by  the  passage  selected 
for  reading,  viz.,  Joshua  xxiv.,  which  con- 
tains the  charge  given  by  Joshua  to  the 
Israelites,  in  reference  to  the  worship  of  Je- 
hovah. On  the  other  hand,  in  a narrative  or 
historical  lesson,  the  facts  comprising  the  por- 
tion of  Scripture  read  become  the  subject  of 
the  lesson, — the  teacher  being  expected  to  de- 
duce from  them  such  practical  truths  as  he  may 
think  they  most  clearly  suggest.  F or  instance, 
the  lesson  for  February  28th,  1858,  is  “ The 
Plagues  of  Egypt,”  and  the  passages  to  be  read, 
Exodus,  chapters  vii.  and  x.,  in  which  several 
of  those  awful  visitations  are  enumerated.  A 
teacher  would  naturally  attempt  to  draw  from 
the  chapters  some  practical  truths,  such  as 
“ The  folly  of  rebellion  against  God ;”  u The 
dangers  of  impenitence,”  &c. 

In  both  cases  a portion  of  Scripture  would 
be  read,  and  one  or  more  practical  doctrines 
deduced  from  it.  The  difference  between  a 
doctrinal  and  a narrative  lesson  is,  therefore, 
merely  nominal.  According  to  the  present 
mode  of  instruction,  the  same  lesson  may  be- 
long to  either  class.  A teacher  may, ‘for  ex- 
ample, read  with  his  scholars  the  twenty-fourth 


28 


ILLUSTRATIVE  TEACHING. 


chapter  of  Joshua,  and  call  the  lesson  either 
“ J oshua’s  charge  to  the  Israelites,”  making  it 
historical , or  “ God  only  is  to  be  worshipped,” 
making  it  doctrinal. 

There  is,  however,  another  mode  of  treat- 
ment, by  which  the  distinctive  features  of  a 
doctrinal  lesson  are  preserved,  and  which,  for 
senior  classes,  is  far  superior  to  any  other.  It 
must  be  admitted  that  this  plan  is  suited  chiefly 
for  the  instruction  of  young  men  and  women, 
or  for  classes  of  young  people  who  possess  more 
religious  knowledge  than  ordinary  Scripture 
class  scholars.  Still  the  example  given  at  pages 
48  and  49,  will  at  least  supply  the  reader  with 
materials  for  profitable  thought. 

In  framing  and  illustrating  a lesson  of  the 
usual  kind,  viz.,  a portion  of  Scripture,  teaching 
one  or  more  important  doctrines,  it  is  well  to 
bear  in  mind  certain  fundamental  principles, 
simple  enough  in  themselves,  but  too  frequently 
overlooked. 

The  proper  course  of  a lesson  has  been  thus 
tersely  described:  — aThe  beginning  should 
arrest  the  attention  ; the  middle  should  inform 
the  mind ; the  end  should  affect  the  heart”* 
A more  extended  account  would  perhaps  be 
somewhat  like  the  following : — 

* Collins’s  “ Teacher’s  Companion,”  page  38. 


ILLUSTRATIVE  TEACHING. 


29 


Children  are  naturally  volatile . It  is  difficult 
to  fix  their  attention,  at  will,  upcn  a given  sub- 
ject. But  they  are  curious,  and  “ curiosity  is 
the  mother  of  attention therefore  excite  the 
former,  and  you  will  gain  the  latter. 

That  having  been  gained,  it  must  be  retained 
by  imparting  information  so  as  at  once  to  grat- 
ify curiosity  and  excite  it.  Knowledge,  rightly 
communicated,  creates  a desire  for  more. 

The  minds  of  children,  like  their  bodies,  are 
active  ; — they  will  be  doing  something  ; and  if 
not  engaged  upon  the  lesson,  will  be  occupied 
with  something  else.  The  mind  must,  there- 
fore, be  exercised ; the  faculties  of  observation, 
memory,  imagination,  and  judgment,  must  be 
called  into  action.  But  the  exercise  must  not 
be  monotonous , for  children’s  minds  demand 
variety;  nor  protracted,  for  they  are  incapable 
of  long-continued  exertion. 

Truth  having  been  implanted  in  the  under- 
standing, must  now  be  applied  to  the  feelings. 
Moral  consciousness  must  be  awakened  by  ear- 
nest and  tender  appeals,  and  the  lesson  be  con- 
cluded by  an  effort  to  secure  for  the  doctrines 
that  have  been  expounded  to  the  mind  a per- 
manent lodgment  in  the  heart. 

Such,  the  writer  thinks,  should  be  the  gen- 
eral course  of  a Sunday  school  Scripture  lesson. 
3* 


30  ■ ILLUSTRATIVE  TEACHING. 

The  place  of  illustration  in  the  lesson  may  now 
perhaps  be  determined.  Let  us  repeat  once 
more  the  three  duties  to  be  performed  by  the 
teacher  ; — to  gain  the  attention  ; to  inform  the 
mind;  to  affect  the  heart . Where  will  illus- 
trations be  mostly  required  ? 

For  gaining  the  attention  of  a class  of  chil- 
dren, a well-chosen  illustration  may  sometimes 
be  used  with  success.  Great  care,  however, 
will  be  needed  in  making  the  selection.  The 
fact  or  anecdote  must  bear  closely  upon  the 
lesson  which  is  to  follow, — -point  towards  it  (so 
to  speak),  and  tend  to  awaken  an  interest  in  it ; 
otherwise  the  illustration  will  fail  to  fix  the 
thoughts  of  the  children  upon  the  appointed 
subject  of  instruction,  and  valuable  time  will 
be  wasted.  When  the  scholars  are  intelligent, 
and  have  been  used  to  the  exercise  of  their 
mental  faculties,  it  is  perhaps  better  to  employ 
interrogation  than  illustration  for  the  prelimi- 
nary purpose  we  are  now  considering,  or  at 
least  to  give  prominence  to  the  former.  The 
following  observations  from  Mr.  Fitch’s  admir- 
able tract  on  “The  Art  of  Questioning”'14  deserve 
• the  careful  consideration  of  every  teacher.  Re- 
ferring to  the  curiosity,  upon  the  awakening 


* Published  by  the  Sunday  School  Union. 


ILLUSTRATIVE  TEACHING. 


31 


of  which  the  attention  of  the  learner  depends, 
the  writer  says : — 

“ lb  is  chiefly  by  questions  judiciously  put  to 
a child  before  you  give  him  a lesson,  that  you 
will  be  able  to  kindle  this  curiosity,  to  make 
him  feel  the  need  of  your  instruction,  and  bring 
his  intellect  into  a wakeful  and  teachable  con- 
dition. Whatever  you  may  have  to  give  in 
the  way  of  new  knowledge  will  then  have  a 
far  better  chance  of  being  understood  and  re- 
membered.” 

The  mind  has  next  to  be  informed , and  its 
various  powers  called  into  active  exercise.  The 
teacher  must  first  ascertain  what  his  pupils 
already  know. 

This  inquiry  may  take  the  form  of  recapitula- 
tion / it  will  thus  serve  the  double  purpose  of 
ascertaining  what  the  scholar  already  knows, 
and  of  exciting  a desire  to  learn  more.  Mr. 
Fitch  remarks : — “ If  we  want  to  prepare  the 
mind  to  receive  instruction,  it  is  worth  while 
first  to  find  out  what  is  known  already,  and 
what  foundation  or  substratum  of  knowledge 
there  is  on  which  to  build;  to  clear  away  misap- 
prehensions and  obstructions  from  the  mind  on 
which  we  wish  to  operate ; to  excite  curiosity 
and  interest  on  the  part  of  the  learners  as  to 
the  subject  which  it  is  intended  to  teach.” 


32 


ILLUSTRATIVE  TEACHING. 


“ You  may  take  it,”  he  adds,  “ as  a rule  in 
teaching,  that  the  mind  always  refuses  to  re- 
ceive— certainly  to  retain — any  isolated  knowl- 
edge. We  remember  only  those  facts  and 
principles  which  link  themselves  with  what  we 
knew  before,  or  with  what  we  hope  to  know,  or 
are  likely  to  want  hereafter.  Try,  therefore,  to 
establish  in  every  case  a logical  connection  be- 
tween what  you  teach,  and  what  your  pupils 
knew  before.  Make  your  new  information  a 
sort  of  development  of  the  old,  the  expansion 
of  some  germ  of  thought  or  inquiry  which  lay 
hid  in  the  child’s  mind  before.  Seek  to  bring  to 
light  what  your  pupil  already  possesses,  and  you 
will  then  always  see  your  way  more  clearly  to  a 
proper  adaptation  of  your  teaching  to  his  needs.” 
Then  follows  explanation . Here,  again,  in- 
terrogation should  form  the  groundwork,  no 
mode  of  teaching  being  so  well  calculated  to 
promote  mental  activity.  Since,  however,  all 
that  the  teacher  desires  to  communicate  cannot 
be  taught  by  questioning  only , but  more  or  less 
of  truth  will  have  to  be  directly  imparted,  such 
didactic  instruction  may  be  advantageously  as- 
sisted by  illustration.  For  reasons  before  stated, 
more  of  illustration  will  be  needed  when  the 
truths  so  imparted  are  of  a doctrinal  character, 
than  when  they  are  simply  facts. 


ILLUSTRATIVE  TEACHING. 


33 


Lastly,  the  pupil  has  to  be  examined  in  what 
he  has  learned,  and  the  practical  truths  which 
have  been  lodged  in  the  understanding  are  to 
be  again  brought  forward,  and  applied  to  the 
conscience.  For  this  purpose,  illustrations  will 
be  found  singularly  useful.  Not  only  will  they 
cast  additional  light  upon  the  meaning  of  doc- 
trines already  elicited  from  the  portion  of  Scrip- 
ture read,  they  will  also  impart  to  them  an  in- 
terest which,  in  their  abstract  form,  they  would 
never  possess ; fix  them  in  the  memory  of  the 
pupil  by  linking  them  to  concrete  facts ; and 
by  embodying  them  in  living  incident,  or  strik- 
ing simile,  convey  them  with  tenfold  power  to 
the  heart. 

A specimen  of  a lesson,  constructed  in  ac- 
cordance with  the  above  principles,  is  now  ap- 
pended, not  as  a model,  but  as  an  illustration ; 
one  example  of  such  a plan  being  clearer  than 
repeated  descriptions. 

Subject— The  Conversion  op  St.  Paul. 

Acts  ix.  1 — 9. 

Divisions . 

1.  Introduction  ( illustrative  and  interrog- 
ative). 

2.  Recapitulation  ( interrogative ). 


34 


ILLUSTRATIVE  TEACHING. 


3.  Explanation  ( interrogative  and  illustra- 
tive). 

4.  Examination  and  application  ( interroga- 
tive., exhortatory , and  illustrative .) 

Introduction. 

Have,  you  ever  read  the  “Pilgrim’s  Pro- 
gress ?”  Yes.  Do  you  remember  the  account 
of  Christian  coming  to  the  foot  of  the  hill  Diffi- 
cultly ? Yes.  There  were  two  other  pilgrims 
with  him, — what  were  their  names  ? (A  pause.) 
I think  you  will  find  that  their  names  were  For- 
mality and  Hypocrisy,  and  that  they  arrived  at 
the  foot  of  the  hill  about  the  same  time  as 
Christian.  What  kind  of  a path  was  the  one 
which  led  up  the  hill  ? Hard , rough , difficult. 
What  other  paths  were  there  ? Tivo  ; one  on 
each  side  of  the  hill.  Which  path  did  Christian 
take?  The  middle  one.  And  the  other  pil- 
grims ? One  took  the  right  hand  path,  and  the 
other  the  left.  Yes;  and  both  perished  in  con- 
sequence. 

Now  you  see  that  the  hill  Difficulty  was  the 
turning  point  in  the  history  of  Formality  and 
Hypocrisy.  They  had  been  journeying  on  with 
Christian  before,  but  now  they  had  to  make 
their  choice.  They  chose  wrong  paths,  and  you 
know  what  were  the  consequences. 


ILLUSTRATIVE  TEACHING. 


35 


Although  the  “ Pilgrim’s  Progress”  is  only  a 
story,  yet  it  represents  what  is  true.  It  has 
been  said  that  there  is  a turning  point  in  the 
life  of  every  man, — a time  when  he  makes  his 
choice  between  God  and  the  world.  I know 
that  it  is  very  often  so,  and  our  lesson  to-day  is 
about  the  turning  point  in  the  career  of  one  of 
the  greatest  men  that  ever  lived.  I mean  the 
Apostle  Paul.  Let  us  turn  to  the  account, 
Acts,  chapter  ix.,  verses  1 to  9.  (Read  the  les- 
son.) 

Recapitulation . 

To  whom  does  our  lesson  chiefly  relate  ? To 
the  Apostle  Paul . By  what  name  is  he  called  ? 
Saul . Have  we  read  of  him  in  previous  chap- 
ters or  not  ? Yes.  How  often ! Twice . What 
was  the  first  occasion  ? The  stonin g of  Stephen. 
What  had  Saul  to  do  with  that?  He  stood 
close  by.  He  kept  the  clothes  of  the  men 
who  stoned  Stephen.  Then  how  did  Saul  re- 
gard Stephen’s  death?  He  was  glad  of  it. 
How  do  you  think  God  regarded  it  ? As  a 
great  crime;  as  very  wicked.  What  crime 
would  you  call  it?  Murder.  Yes;  the  first 
time  we  meet  with  Saul  we  find  him  sanction- 
ing the  murder  of  a holy  and  innocent  man. 
What  is  the  next  account  of  him?  “As for 
Saul , he  made  havoc  of  the  church , entering 


36 


ILLUSTRATIVE  TEACHING. 


into  every  house , and  haling  men  and  w 
committed  them  to  prison .”  Mark  the 
gress  of  sin.  First,  Saul  stands  by  while  others 
persecute ; next  he  becomes  a persecutor  him- 
self. What  will  be  the  third  step  in  wicked- 
ness ? Let  us  examine  the  passage  before  us. 

Explanation * 

There  are  in  these  nine  verses  three  things 
to  be  noticed  : — 

1.  What  Saul  prepared  to  do.  Verses  1 
and  2. 

2.  The  vision  he  saw.  Verses  3 to  5. 

3.  The  effects  produced.  Verses  6 to  9. 

1.  What  Said  prepared  to  do.  Read  the 
first  two  verses.  Where  did  we  last  meet  with 
Saul  ? Refer  again  to  chap.  viii.  3.  Where 
did  the  occurrences  mentioned  in  these  two 
verses  take  place  ? Perhaps  we  can  find  out  by 
looking  at  the  passage  more  carefully.  To 
whom  did  Saul  go  ? What  was  the  duty  of  a 
high  priest  ? Where  ? Can  you  tell  me  where 
the  high  priest  lived  ? See  Matt.  xxvi.  3.  Then 
it  seems  likely  that  this  took  place  at  Jeru- 
salem. 

* The  questions  introduced  into  this  section  are  intended 
merely  as  an  outline  of  the  catechetical  exercise  which 
might  be  adopted.  The  answers  supposed  to  be  given  by 
the  class  have  been  omitted,  in  order  that  the  subsequent 
illustrations  might  be  inserted  in  full. 


ILLUSTRATIVE  TEACHING.  37 

In  what  temper  of  mind  was  Saul  ? What 
do  you  understand  by  “ breathing  out  threat- 
enings  and  slaughter?”  What  is  implied  by 
the  word  u yet  ?”  Yes ; Saul  was  still  what  ho 
had  been  before ; teaching  us  this  lesson,  that 
a persecuting  spirit  never  dies  out  of  itself. 
For  what  did  he  apply  to  the  high  priest?' 
Letters  from  whom  ? From  the  high  priest 
only?  Read  Paul’s  own  account  of  the  matter, 
in  chap.  xxii.  5.  They  were  letters  from  the 
Jewish  Sanhedrim , which  Paul  calls  “the  es- 
tate of  the  elders,”  and  of  which  you  read  in 
the  gospels  under  the  name  of  “ the  council.” 
It  was  the  great  council  of  the  Jews,  where 
persons . who  had  committed  crimes  were 
judged.  It  was  composed  of  the  Chief  Priests, 
the  leading  men,  or  Elders,  and  the  Scribes,  or 
teachers  of  the  law.  The  high  priest  was  pres- 
ident, and  so  Saul  went  to  him  to  obtain  letters 
from  the  council.  To  what  place  were  these 
letters  to  be  sent  ? How  far  was  Damascus 
from  Jerusalem  ? It  was  about  120  miles.  In 
what  direction?  Yes,  north-east.  To  whom, 
in  Damascus,  were  the  letters  addressed  ? 
What  were  the  synagogues  ? Yes;  places , 
not  persons.  To  what  persons  were  they  sent  ? 
Look  again  at  chap.  xxii.  5.  Well,  these 
“brethren”  were  the  “rulers  of  the  syna- 
4 


38 


ILLUSTRATIVE  TEACHING. 


gogues”  of  Damascus,  — learned  and  moral 
men,  of  mature  age,  who  managed  the  affairs 
of  the  synagogues,  and  had  the  power  of  pass- 
mg  judgment  on  persons  who  committed  slight 
offences.  Who  was  to  take  these  letters  to  Da- 
mascus ? What  was  his  object  in  going  there  ? 
How  would  such  letters  help  Saul  in  gaining 
his  ends?  Yes;  if  the  leading  men  of  the  syn- 
agogues sanctioned  his  proceedings,  and  as- 
sisted hir*,  he  would  have  little  difficulty  in 
tarrying  out  his  persecuting  designs. 

We  now  see  what  young  Saul  prepared  to  do. 
Notice  particularly  the  spirit  he  displayed. 
How  spitefully  and  yet  how  coolly  he  lays  his 
plans!  and  how  carefully  he  provides  against 
any  interference  with  the  execution  of  them ! 
Under  a show  of  authority,  he  will  seize  good 
men,  and  even  weak  and  delicate  women  are  to 
be  torn  from  their  homes  and  families,  and 
dragged  to  prison,  perhaps  even  death,  at  Je- 
rusalem. Saul  had  grown  clever  in  wickedness. 
How  solemn  the  lesson, — that  evil  passions  are 
ever  growing  stronger  and  stronger ! 

2.  The  vision  he  saw.  There  is  an  old  prov- 
erb which  says,  “Man  proposeth,  God  dis- 
poseth.”  We  have  seen  what  Saul  proposed, 
let  us  now  see  how  God  disposed.  Read  ver- 
ses 3 to  0.  In  what  direction  did  you  say  Da- 


ILLUSTRATIVE  TEACHING. 


39 


masons  lay  from  Jerusalem  ? At  what  distance  ? 
Of  wliat  country  was  Damascus  the  chief  city  ? 
Yes ; and  in  situation  it  was  one  of  the  most 
beautiful  in  Syria.  Let  us  imagine  we  are  com- 
panions of  Saul  in  this  journey.  Approaching 
Damascus,  we  catch  sight  of  a magnificent  plain, 
covered  with  fruit  trees,  and  more  than  fifty 
miles  in  circumference.  There  are  the  walnut- 
tree,  the  olive,  the  fig,  the  apple,  the  citron,  the 
pear,  the  pomegranate,  and  many  others,  in  all 
their  varied  shades  of  green,  brown,  and  yellow. 
A silver  stream  winds  through  the  plain,  and 
beyond  is  the  city  of  Damascus,  with  its  white- 
roofed  houses,  its  wails,  and  its  towers ; while 
a sky  of  cloudless  blue  above,  and  the  brilliant 
rays  of  an  Eastern  sun,  complete  the  loveliness 
of  the  scene.  But  Saul  has  no  eye  for  the 
beauties  of  nature  now.  The  mind  of  that 
young  Jew  is  full  of  fierce  and  cruel  thoughts, 
and  his  heart  beats  high  with  fanatical  zeal. 
He  is  resolved  to  crush  the  despised  followers 
of  Jesus,  and  to  root  out  their  religion  from 
the  earth.  Such  are  his  feelings  as  he  draws 
nigh  to  the  beautiful  Syrian  city. 

And  now  what  happened  to  him?  What 
kind  of  light  was  it  that  burst  forth  upon  him  ? 
Read  what  Paul  himself  says  about  it  (chap, 
xxvi.  13).  Yes;  it  was  “ above  the  brightness 


40 


ILLUSTRATIVE  TEACHING. 


of  the  sun.”  Is  the  sun  brighter  in  Syria  than 
it  is  in  England,  or  not?  At  what  time  of  the 
day  is  the  light  of  the  sun  most  powerful  ? 
And  what  time  did  Saul  see  this  light?  (chap, 
xxvi.  13.)  And  yet  it  was  brighter  than  the 
noonday  sun  in  Syria ! What  was  the  first  effect 
of  this  light  upon  Saul  ? Were  his  companions 
struck  down,  or  not  ? (chap.  xxvi.  14.)  What 
caused  them  to  fall  ? Yes  ; they  were  dazzled. 
You  know  that  when  a strong  light  is  suddenly 
cast  upon  our  eyes,  the  effect  is  very  painful. 
We  instantly  close  them,  and  shrink  from  the 
light.  No  wonder  that  Saul  and  his  attendants 
fell  to  the  ground  when  “a  light  from  heaven” 
shone  round  them.  I think  Saul  saw  more  than 
a light.  Head  what  he  told  the  Jews,  chap, 
xxii.  14.  What  followed  the  light  ? Whose 
voice  ? What  did  Jesus  say  ? Whom  had  Saul 
been  persecuting  ? Then  what  do  you  think 
the  Saviour  meant  by  saying  “ persecutest  me?” 
Yes;  it  showed  that  Jesus  so  loved  His  people 
as  to  feel  for  them  in  all  their  troubles,  and  con- 
siders all  that  is  done  to  them  as  done  even  to 
Himself.  How,  then,  should  we  act  towards  the 
disciples  of  the  Saviour?  However  poor  and 
humble  they  may  be,  they  are  subjects  of  the 
King  of  kings. 

What  was  Saul’s  answer  to  this  awful  sum- 


ILLUSTRATIVE  TEACHING. 


41 


mons  ? Why  did  he  ask,  “ Who  art  thou  ?” 
If  he  did  not  know  who  had  spoken  to  him, 
why  did  he  say  “ Lord  ?”  It  was  a title  of  re- 
spect. Read  Matt.  xv.  22,  25,  27 ; Acts  x.  4. 
Perhaps  Saul  thought  of  the  appearance  of  the 
“ angel  of  the  Lord”  in  patriarchal  times ; or 
perhaps  Stephen’s  dying  words  rang  in  his 
ears,  — “ I see  the  Son  of  man  standing  on  the 
right  hand  of  God.”  How  did  the  Saviour  re- 
ply ? Why  did  he  speak  of  Saul’s  persecution 
of  Him  again  ? What  is  meant  by  “ hard  to 
kick  against  the  pricks  ?”  In  Eastern  coun- 
tries, cattle  were  driven  with  goads  or  “ pricks,’’ 
consisting  of  long  poles,  each  tipped  with  a 
sharp  spike  of  iron.  By  kicking  against  such 
an  instrument,  a restive  ox  would  not  gain  its 
own  purpose,  but  would  only  wound  its  limbs 
against  the  spike.  What  did  Jesus  mean  to 
teach  Saul  ? Yes ; that  to  oppose  Him  was 
madness  and  folly.  Let  us  never  dare  to  resist 
the  Lord. 

3.  The  effects  'produced.  Read  verses  6 to  9. 
How  did  Saul  feel  when  he  learned  who  was 
speaking  to  him  ? Why  was  he  afraid  ? Sin 
makes  men  cowards.  Give  examples  from 
Scripture.  Why  was  Saul  astonished?  What 
did  he  suppose  had  become  of  Jesus  of  Naza- 
reth? Yes;  Saul  thought  Jesus  was  an  im- 
4* 


42 


ILLUSTRATIVE  TEACHING. 


postor,  who  had  been  dead  some  two  years. 
He  noAv  found,  to  his  horror  and  amazement, 
that  this  same  Jesus  was  a Being  of  Divine 
power  and  majesty.  As  soon  as  Saul  was  con- 
vinced of  this  truth,  what  did  he  say  ? What 
did  that  question  prove,  as  to  the  state  of  Saul’s 
mind  ? How  wonderful  the  change  ! Only  a 
few  moments  before,  Saul  was  44  breathing  out 
threatenings  and  slaughter”  against  the  disci- 
ples of  Jesus.  Now,  convinced  of  his  wicked- 
ness, humbled  to  the  very  dust,  he  lies  trem- 
bling at  the  Saviour’s  feet,  and  asks,  44  What 
wilt  thou  have  me  to  do  ?” 

What  do  we  learn  'from  this  as  to  Christ’s 
power  ? Yes;  that  He  can  change  the  hardest 
heart.  Let  us  pray  that  our  hearts  may  be 
changed. 

How  did  Jesus  answer  him?  What  city? 
Our  Lord  seems  to  have  said  more  than  is  re. 
corded  here.  Read  chap.  xxvi.  16 — 18.  Why 
did  not  J esus  say  anything  more  about  Saul’s 
acts  of  persecution  ? Do  you  think  Christ  had 
forgiven  him  already  ? What  makes  you  think 
so  ? Then  what  does  this  passage  teach  us 
about  Jesus  ? Yes;  that  if  we  submit  to  Him, 
He  will  pardon  us,  although,  like  Saul,  we  have 
rebelled  against  Him. 

What  effect  had  this  miracle  on  Saul’s  com- 


ILLUSTRATIVE  TEACHING. 


43 


panions  ? Why  did  they  not  see  Jesus  ? He 
appears  to  whom  He  will,  and  in  what  w^ay  He 
pleases.  The  ordinary  means  of  conversion  is 
preaching ; and  these  men  would  have  many 
opportunities  of  hearing  Saul  preach,  if  they 
chose  to  listen.  Although  they  neither  saw 
Jesus,  nor  understood  His  voice,  (chap.  xxii.  9,) 
but  only  saw  a great  light,  and  heard  sounds, 
yet  that  was  quite  enough  to  lead  them  to  ask 
what  the  vision  meant.  But  it  is  not  said  that 
they  did  so.  From  this  we  learn  an  important 
lesson, — that  to  see  and  fear  God’s  power  is  no 
proof  of  a changed  heart. 

What  effect  had  the  vision  on  Saul’s  body  f 
Where  did  he  go  ? How  did  he  find  the  wTay  ? 
Instead  of  entering  Damascus  in  state,  as  a 
proud  leader  of  persecutors,  he  is  led  by  his 
servants  through  the  gate  into  the  city, — a 
blind,  humbled,  repentant  man.  How  long  did 
his  blindness  last  ? Do  you  think  it  was  a ben- 
efit or  an  evil  ? What  good  would  he  be  likely 
to  receive  from  it  ? How  did  he  spend  those 
three  days  ? How  was  it,  do  you  think,  that 
he  went  without  food  ? Can  you  tell  me  what 
proofs  Saul  gave  of  a real  change  of  heart  ? 
What  a man  does , shows  best  what  he  thinks 
and  feds.  As  Jesus  said,  “the  tree  is  known 
by  its  fruits.”  If  our  hearts  have  been  given 


44 


ILLUSTRATIVE  TEACHING. 


to  God,  we  shall  show  it  by  our  daily  actions. 
A changed  heart  produces  a changed  life.  Are 
we  “bringing  forth  good  fruit?” 

4.  Examination  and  application. 

{The  foregoing  lesson  is  to  he  briefly  recapit- 
ulated^ and  the  scholars  examined  by  individ- 
tial  questioning,  on  what  they  have  learned. 
The  chief  doctrines  are  thus  to  be  brought 
prominently  forward  in  succession,  illustrated, 
as  far  as  time  will  permit,  and  each  applied, 
by  a few  words  of  earnest  exhortation,  to  the 
hearts  of  the  scholars .) 

Doctrine. — Evil  passions  ever  grow  stronger 
and  stronger  (ver.  1,  2). 

Illustration,  — Some  few  years  ago,  a noble  steamer, 
moored  in  one  of  the  harbours  of  the  United  States,  was 
discovered  to  be  on  fire.  The  engines  were  instantly 
started,  and  the  prow  of  the  vessel  directed  to  the  shore. 
But  the  flames  soon  rendered  the  helm  useless,  and  such 
of  the  crew  as  were  on  board  were  obliged  to  jump  into 
,the  small  boat,  and  leave  the  steamer  to  her  fate.  Soon 
the  engines  worked  more  fiercely;  the  wheels  revolved 
with  fearful  speed,  and  hurried  the  vessel  through  the 
waters.  The  sight  was  terrible.  At  last  came  one  tre- 
mendous shock,  and  all  was'  darkness  and  ruin.  Such  is 
man,  when  seized  by  an  evil  passion,  whether  the  spirit  of 
pride,  or  of  envy,  or,  as  in  Saul’s  case,  of  persecution.  Ho 
grows  worse  and  worse,  and  is  hurried  along,  unless  God 
interpose,  to  eternal  ruin  1 


ILLUSTRATIVE  TEACHING. 


45 


Doctrine . — Injury  to  Christ’s  people  is  injury 
to  Him  (ver.  4,  5). 

Illustration  — Parable  of  the  last  judgment  (Matt.  xxv. 
41—45). 

Doctrine . — The  folly  of  opposing  Christ 
(ver.  5.) 

Illustration . — I dare  say  you  have  heard  of  the  sword- 
fish ; it  is  a very  curious  creature,  with  a long  bony  beak, 
or  sword,  projecting  from  the  front  of  its  head.  It  is  also 
very  fierce,  attacking  the  fish  that  come  in  its  way,  and 
trying  to  pierce  them  with  its  sword.  The  fish  has  some- 
times been  known  to  dart  at  a ship  in  full  sail,  with  such 
violence  as  to  pierce  the  solid  timbers.  But  what  has 
happened  ? The  silly  fish  has  been  killed  outright  by  the 
force  of  its  own  blow ! The  ship  sails  on  just  as  before, 
and  the  angry  sword-fish  falls  a victim  to  its  own  fierce- 
ness. How  shall  we  describe  the  folly  of  those  who,  like 
Saul,  oppose  the  cause  of  Christ  ? They  cannot  succeed, 
— they  only  work  their  own  destruction. 

Doctrine . — Christ  can  change  the  hardest 
heart  (ver.  6). 

I llustration. — A man  once  went  to  a place  of  worship, 
where  that  holy  and  eloquent  minister,  George  Whitefield, 
was  preaching.  He  took  with  him  a great  stone,  that  he 
might  dash  it  at  the  head  of  the  preacher.  As  the  sermon 
went  on,  the  truth  spoken  reached  the  ruffian’s  conscience. 
He  dropped  the  stone,  and  after  the  service  went  to  Mr. 
Whitefield,  and  said,  with  tears,  11  Sir,  I came  here  to  break 
your  head,  but  God,  through  your  preaching,  has  given  me 
a broken  heart.”  The  man  became  an  eminent  Christian. 


46 


ILLUSTRATIVE  TEACHING. 


Doctrine. — Submission  to  Christ  will  ensure 
his  forgiveness  (ver.  6). 

Illustration. — The  prisoners  going  into  the  presence  of 
Emmanuel.  (Bunyan’s  “ Holy  War”  chap,  viii.) 

Doctrine . — To  fear  God’s  power  is  not  con- 
version (ver.  7). 

Illustration. — Ahab’s  repentance  (1  Kings  xxi.,  27 — 29). 

Doctrine . — A changed  heart  produces  a 
changed  life  (ver.  8,  9). 

Illustration. — Thomas  Olivers,  who  wrote  those  beautiful 
hymns — “Lo!  He  comes  with  clouds  descending,”  and 
li  The  God  of  Abram  praise,”  was,  in  his  younger  days,  a 
most  wicked  and  dishonest  man.  He  was  brought  to 
see  his  sin  and  danger,  and  became  a changed  character. 
About  that  time  he  had  some  property  left  him.  He  bought 
a horse,  visited  every  person  whom  he  had  defrauded, 
paid  every  farthing  that  he  owed,  with  interest,  and  asked 
pardon  of  all  whom  he  had  wronged.  Thus  a real  change 
of  heart  is  seen  in  a change  of  life. 


We  now  subjoin  an  outline  of  a doctrinal 
lesson,  arranged  upon  the  plan  alluded  to  in  a 
former  page.  It  is  extracted  from  Mr.  Blacket’s 
valuable  manual,  “The  Young  Men’s  Class.” 
The  course  pursued  will  be  best  described  in 
the  author’s  own  words. 

The  chapter  having  been  read,  “ the  teacher 
opened  by  some  close  and  pointed  remarks, 


ILLUSTRATIVE  TEACHING. 


47 


before  prepared,  with  a view  to  arrest  atten- 
tion. He  then  proposed  to  the  class  a series 
of  questions,  usually  extending  to  eight,  as  that 
number  was  found  to  suit  the  allotted  time, 
and  also  to  exhaust  the  theme.  These  ques- 
tions were  advanced  one  by  one,  leading  on 
the  class  gradually  to  the  development  of  the 
most  prominent  propositions  included  in  the 
subject.” 

The  teacher  wisely  reserved  himself,  until 
the  replies  of  the  class  to  each  of  the  questions 
proposed  had  been  fully  made.  “ Then,  when 
enough  had  been  said,  or  too  much— as  many 
things  were  sure  to  be  spoken  sadly  erroneous 
— he  himself  would  strike  in  to  correct  mis- 
takes, commend  the  observations  that  were  ju- 
dicious, and  adjust  such  sentiments  as  had 
clashed.  That  done,  he  would  wind  up  the 
whole  with  some  reflection  arising  naturally 
from  the  question  at  first  asked.  . . . Into 

this  short  but  premeditated  speech  he  would 
usually  weave  some  illustration, — piece  of  po- 
etry, tale,  or  other  interesting  matter,  to  give 
it  pungency  and  force.  This  occasion,  occur- 
ring at  eight  intervals,  afforded  the  best  oppor- 
tunity ever  got,  to  stimulate,  arouse,  reprove, 
exhort,  or  impress  the  class.” r 


48 


ILLUSTRATIVE  TEACHING 


S object ■ F ALSEII OOD. 

( To  each  question  are  appended  the  ideas  which 

the  teacher  expected  or  icished  to  be  intro - 

duced . 

1.  What  are  the  different  classes  of  false- 
hood ? 

Unintentional  untruths — Lies — Prevarication— Equivo- 
cation— Duplicity — Treachery.  {Explain  each.) 

Observation. — Degree  does  not  affect  criminality. 

Illustration. — Eve  and  the  forbidden  fruit. 

2.  What  proves  falsehood  vicious  ? 

The  ninth  commandment — Ditto  expanded  on  the  prin- 
ciple of  the  Sermon  on  the  mount — The  damage  done — 
What  is  not  wilful  is  not  criminal. 

Observation. — Not  to  gloss  over  the  guilt  by  the  name  of 
stratagem. 

Illustration. — The  boy  Papirius  in  the  Roman  Senate 
(No.  113).* 

3.  Is  the  tendency  natural  to  man  ? 

What  learnt  from  the  conduct  of  childhood— Truth  a 
rarity — What  learnt  from  heathen  practices. 

Observation. — What  dishonour  has  tho  fall  brought  upon 
man! 

Illustration. — Lines  from  Young,  Night  i.  68,  1 How 
poor,  how  rich/  &c. 

* These  figures  refer  to  a MS.  collection  cf  illustrations. 
See  p.  68. 


ILLUSTRATIVE  TEACHING. 


49 


4.  What  instructive  cases  of  falsehood  are 
there  in  the  Bible  ? 

Jacob — Spies — Gehazi —Ananias  and  Sapphira — Joseph 
and  his  brethren — Peter. 

Observation . — The  better  the  character  the  greater  the 
sin. 

Illustration . — Telemachus’  remark  on  punishment  of 
hypocrites  in  hell  (No.  978). 

5.  Are  falsehoods  justifiable  for  good  pur- 
poses ? 

Case,  as  for  instance: — Fallacious  arguments  in  debate 
• — Assumed  sanctity  for  an  example — False  miracles  for 
conviction — False  news  to  relieve  the  aching  heart — False 
return  to  income  tax  for  credit. 

Observation. — Gospel  morality  higher  than  human  max- 
ims. 

Illustration. — Opinions  of  Platonists  and  Pythagoreans 
(No.  729). 

6.  What  is  the  best  way  to  get  over  a false- 
hood ? 

Add  lie  to  lie? — Swear  to  it? — Get  into  a rage? — 
Bribe  ?— Confess  it? 

Observation. — We  should  pass  through  life  on  the  princi- 
ple that  all  we  do  is  seen. 

Illustration. — The  gentleman’s  glass  windows  (No.  253). 

7.  What  are  its  common  effects  ? 

To  pollute  the  mind  of  the  liar — To  harden  his  heart  — 
To  disturb  his  conscience — To  draw  on  punishment 

Observation. — Wickedness  swells  by  practice. 

Illustration . — Romans’  bloody  games  (No.  618). 

5 


50 


ILLUSTRATIVE  TEACHING.  ' 


8.  How  does  the  Gospel  rectify  the  habit  ? 

By  its  direct  precepts — By  its  restraints — By  its  gracious 
assistance. 

Observation. — A Christian’s  principles  make  him  quick  to 
detect  and  avoid  iniquity. 

Illustration. — The  hen  and  the  fox  (No.  787). 

It  may  be  remarked,  in  conclusion,  that  schol- 
ars should  be  encouraged  to  supply  Scripture 
illustrations  of  doctrinal  truth,  as  well  as  to 
deduce  doctrines  from  Scripture  facts. 


CHAPTER  V 

ON  THE  SOURCES  OF  ILLUSTRATION. 

The  inquiry  will  perhaps  now  be  made,  Whence 
are  suitable  illustrations  to  be  obtained  ? How 
shall  the  teacher  acquire  a store  sufficient  to 
supply  the  returning  demands  of  each  succes- 
sive Sunday,  seeing  that  illustrations,  like 
“ spirits  from  the  vasty  deep,”  are  by  no  means 
certain  to  come  when  called  for  ? 

We  freely  grant  that  these  aids  to  teaching, 
in  common  with  all  else  that  is  worth  gaining, 
must  be  sought  for  ere  they  can  be  found. 
They  will  not  spring,  ready  made,  from  the 


ILLUSTRATIVE  TEACHING. 


51 


teacher's  brain,  like  Minerva  from  the  head  of 
Jupiter;  and  whatever  Aladdin  might  accom- 
plish by  rubbing  his  wonderful  lamp,  the  treas- 
ure-houses of  illustration  are  not  to  be  entered 
by  rubs  of  the  forehead  on  a Saturday  night, 
when  the  morrow’s  subject  is  looked  at,  per- 
haps, for  the  first  time.  Illustrations  must, 
like  good  fruit,  be  gathered  in  their  season, 
and  “ preserved”  for  future  use.  We  shall 
first  endeavour  to  point  out  some  of  the  local- 
ities where  they  may  be  found  in  the  greatest 
abundance,  and  then  offer  a few  hints  on  the 
gathering  of  them. 

The  principal  sources  of  illustration  may  be 
thus  classified  : — Similes  and  Metaphors ; Prov- 
erbs and  Wise  Sayings ; Daily  Life  ; History 
and  Biography ; Manners  and  Customs ; the 
Sciences  ; the  Arts  ; Fiction  ; Poetry. 

1.  Similes  and  Metaphors,  although  the  sim- 
plest form  of  illustration,  maybe  rendered  both 
forcible  and  attractive.  The  Scriptures  abound 
in  figurative  language,  and  it  will  be  well  for 
the  Sunday  school  teacher  frequently  to  draw 
from  the  sacred  volume,  as  well  as  from  his 
own  resources,  comparisons  and  metaphors  for 
the  elucidation  and  adornment  of  doctrinal 
truth.  For  example,  he  may  say,  “ How  short 
and  uncertain  is  life,  even  at  the  best ! c As 


52 


ILLUSTRATIVE  TEACHING. 


for  man,’  says  the  inspired  Psalmist,  4 his  clays 
are  as  grass ; as  a flower  of  the  field,  so  he 
flourisheth.’  ” Or  again,  44  My  dear  children, 
put  your  whole  trust  in  the  Saviour.  Faith  in 
Him  will  he  a shield  to  guard  you  from  the 
darts  of  the  tempter ; a sun  to  brighten  life’s 
journey;  a staff  to  support  your  declining 
years : and  a pillow  for  your  dying -bed. 
Closely  connected  with  the  above  are — 

2.  Proverbs  and  T Vise  Say  mgs. — Many  of 
these  are  couched  in  figurative  language.  The 
value  of  proverbs  has  been  attested  by  the 
highest  authority,  in  the  insertion  of  the  Prov- 
erbs of  Solomon  in  the  sacred  canon.  Teachers 
will  do  well  to  commit  to  memory  the  best  of 
those  which  they  meet  with  from  time  to  time, 
carefully  avoiding  such  as  are  vulgar  or  ob- 
scure. Besides  the  proverbs  and  comparisons 
of  the  Old  Testament,  he  may  enrich  his  stores 
from  the  44  Proverbial  Philosophy”  of  Tapper, 
and  Trench’s  44  Lessons  in  Proverbs.”  A series 
of  articles  on  the  same  subject  appeared  in  the 
44  Saturday  Magazine”  some  years  ago ; and 
Mr.  Bohn  has  lately  published  a 44  Handbook 
of  Proverbs,”  containing  many  words  of  wis- 
dom. Several  papers  on  44  Proverbs”  have  also 
appeared  in  the  44  Leisure  Hour.” 

The  wise  sayings  of  distinguished  men  are 


ILLUSTRATIVE  TEACHING. 


53 


also  valuable.  Take,  for  instance,  tb  f follow- 
ing : — “ Do  not  think,”  the  teacher  may  say, 
“ that  religion  is  a thing  of  gloom.  It  was  a 
line  remark  of  the  great  composer  Haydn,  when 
asked  why  his  church  music  was  so  cheerful, — • 
c I cannot  make  it  otherwise  ; I write  according 
to  the  thoughts  I feel.  When  I think  upon 
God,  my  heart  is  so  full  of  joy,  that  the  notes 
dance  and  leap,  as  it  were,  from  my  pen.’  ” 

3.  Daily  Life . — The  events  of  daily  life, 
both  public  and  private,  form  illustrations 
which  are  both  simple  and  striking.  A battle, 
a shipwreck,  a railway  accident,  a fire,  a com- 
mercial failure,  a public  festival,  a praiseworthy 
action,  a notorious  crime,  and  even  the  less 
prominent  occurrences  which  form  the  ordinary 
experience  of  individuals,  will  prove  important 
aids  in  the  inculcation  of  moral  and  spiritual 
truth. 

The  writer  once  heard  a teacher  employ  the 
following  illustration  of  our  Lord’s  sentiment, 
“No  man  can  serve  two  masters:” — “The 
other  day,”  said  he,  “ I saw  two  men  walking 
along  the  street  together,  and  a little  dog  was 
running  behind  them.  So  they  went  on  for  a 
while,  till  they  came  to  the  corner  of  a street, 
where  they  shook  hands,  and  went  opposite 
ways.  Then  I saw  at  once  to  which  of  them 
5* 


54 


ILLUSTRATIVE  TEACHING. 


the  little  clog  belonged ; he  could  not  follow 
both,  so  he  trotted  after  his  master.  So,  dear 
children,  is  it  with  you.  You  may  try  to  be 
Christ’s  servants  and  the  servants  of  Satan  at 
the  same  time  ; but  it  will  be  of  no  use.  You 
must  follow  either  the  one  or  the  other : like 
the  little  dog,  you  cannot  follow  both,  for  they 
go  opposite  ways.”  This  style  of  illustration 
is  particularly  useful  in  the  instruction  of 
younger  scholars. 

4.  History  and  Biography  form  a store- 
house to  which  the  teacher  must  constantly 
resort.  In  Scripture  narratives  he  possesses  a 
never-failing  source  of  illustration.  “It  is  per- 
fectly astonishing,”  says  Mr.  Blacket,  “ to  what 
an  extent  the  sacred  volume  contains  tales 
adapted  to  this  object.  A diligent  investiga- 
tor, sitting  down  deliberately  to  arrange  bibli- 
cal illustrations,  might,  with  tolerable  ease, 
compile  a perfect  set,  fit  for  the  elucidation 
and  enforcement  of  all  divine  truths.  The 
book  of  Genesis  is  crowrded  with  them,  and 
they  are  abundant  in  most  of  the  books  which 
narrate  the  history  of  the  Jewish  people.” 
Our  conviction  is,  that  teachers  are  but  very 
imperfectly  acquainted  with  the  narrative  por- 
tions of  Scripture,  particularly  those  of  the 
Old  Testament,  or  so  rich  a mine  of  illustra- 


ILLUSTRATIVE  TEACHING. 


55 


tion  would  be  more  thoroughly  worked.  Bible 
facts  should  be  continually  adduced  to  enforce 
Bible  precepts,  and  elucidate  Bible  sentiments. 
How  can  the  sin  of  covetousness  in  its  various 
phases  be  more  powerfully  exemplified  than  in 
the  stories  of  Achan,  Naboth,  Gehazi,  and  Ju- 
das? What  plainer  instances  of  the  nature  of  a 
propitiation  can  be  found  than  in  the  presents 
given  by  Jacob  to  Esau,  and  by  Abigail  to 
David  ? And  how  can  the  change  involved 
in  conversion  be  more  clearly  set  forth  than  in 
St.  Paul’s  account  of  his  journey  to  Damascus  ? 

In  Nicholls’s  “ Help  to  Reading  the  Bible,” 
many  excellent  examples  are  given  of  the  man- 
ner in  which  Scripture  doctrines  may  thus  be 
illustrated  by  reference  to  Scripture  history. 

But  profane  history  must  not  be  neglected. 
Independently  of  its  importance  as  a subject 
of  study,  it  will  prove  a valuable  help  to  the 
teacher  who  uses  it  aright.  The  history  of  our 
race  in  all  ages  and  in  every  land,  is  rich  in 
illustrations  of  moral  truth.  Such  a work  as 
Gibbon’s  “ Decline  and  Fall,”  or  Hume’s  “His- 
tory,” may  thus  be  made  subservient  to  the  pro- 
pagation of  that  faith  which  its  author  would 
fain  have  destroyed.  The  annals  of  Greece  and 
Rome  will  supply  an  abundance  of  important 
lessons  for  the  Sunday  school  class.  The  story 


56 


ILLUSTRATIVE  TEACHING. 


of  Curtius  leaping  into  the  gulf  at  Rome  is  a 
fine  illustration  of  His  love  44  who  gave  Himself 
for  us while  the  folly  of  delay  in  accepting 
the  divine  offers  of  salvation  might  he  pointed 
out  by  reference  to  the  legend  of  King  Tar- 
quin  and  the  Sybil,  in  some  such  mode  as  the 
following : “Let  me  entreat  you,  dear  young 
friends,  to  accept,  without  a moment’s  delay, 
the  salvation  which  God  so  graciously  offers 
you  in  Jesus  Christ.  Hesitation  is  not  only 
dangerous,  but  foolish  in  the  extreme.  If  God 
is  willing  to  make  you  happy,  what  madness  to 
defer  that  happiness  till  by  and  by ! There  is 
a story  of  an  ancient  king  of  Rome,  to  whom  a 
woman  came  and  offered  him  nine  books,  which 
contained,  it  was  said,  prophecies  of  all  that 
was  to  happen  to  the  Roman  nation.  The  price 
she  asked  was  three  hundred  pieces  of  gold. 
The  king  refused  to  give  so  much.  The  wo- 
man then  went  away,  burned  three  of  the 
books,  came  back  again,  and  asked  the  same 
price  for  the  remaining  six.  The  king  refused  ; 
three  more  of  the  books  were  burnt,  and  the 
three  now  left  were  again  offered  to  him  for 
three  hundred  pieces  of  gold.  Astonished  at 
such  conduct,  the  monarch  paid  the  sum  de- 
manded. 4 What  folly  ! ’ you  say.  4 Why  did 
he  not  buy  the  books  at  first  ? ’ Folly,  indeed , 


ILLUSTRATIVE  TEACHING-. 


57 


but  not  so  great  as  the  folly  of  those  who  put 
off  religion  until  they  grow  older.  Why,  they 
might  have  a whole  life  of  true  happiness,  but 
they  prefer  only  a part / they  wait  until  it  is 
almost  too  late,  so  far  as  this  world  is  con- 
cerned, to  enjoy  God’s  love  and  favour  at  all. 
Be  wise  in  time,  and  seek  the  Lord,  ere  the 
golden  season  of  youth  has  passed  away  for 
ever.” 

There  are  few  biographies  of  real  merit  from 
which  a careful  reader  may  not  glean  some  il- 
lustrations of  doctrinal  truth.  The  following 
may  serve  as  specimens  : — Plutarch’s  u Lives 
Fenel on’s  “ Lives  of  the  Ancient  Philosophers 
Craik’s  “Pursuit  of  Knowledge  under  Diffi- 
culties Myers’s  “ Lectures  on  Great  Men 
the  late  Hugh  Miller’s  Autobiography  ; and  the 
recently  published  memoirs  of  Dr.  Kitto  and 
George  Stephenson. 

Biographical  illustrations,  however,  will  be 
most  readily  obtained  in  the  form  of  anecdote. 
Here  the  only  difficulty  will  lie  in  making  a se- 
lection. 

The  best  collection  we  know  of  is  the  “ Cy- 
clopaedia of  Moral  and  Religious  Anecdote,” 
edited  by  Dr.  Cheever,  and  recently  published 
by  Griffin  and  Co.  The  subjects  illustrated  are 
arranged  in  alphabetical  order,  and  a list  ol 


58 


ILLUSTRATIVE  TEACHING. 


Scripture  Texts,  elucidated  or  confirmed  by  the 
anecdotes,  is  prefixed  for  easy  reference.  There 
is  also  a companion  “ Cyclopaedia  of  Literary 
and  Scientific  Anecdote,”  which  may  also  be 
made  available  for  purposes  of  illustration. 


CHAPTER  VI. 

ON  THE  SOURCES  OF  ILLUSTRATION  ( Concluded .) 

5.  Manners  and  Customs  must  not  be  over- 
looked by  him  who  is  in  search  of  illustrations. 
Beside  imparting  useful  information,  they  are 
well  adapted  to  enforce  the  precepts  of  Scrip- 
ture. For  instance,  the  teacher  is  desirous  of 
impressing  upon  the  minds  of  his  class  the  ne- 
cessity and  importance  of  being  early  prepared 
for  death.  He  says  : — “ When  we  think  how 
slender  is  the  thread  of  life,  how  soon  and  how 
suddenly  it  may  be  snapped  asunder,  surely  it 
ought  to  be  our  first,  our  earnest  care,  to  pre- 
pare for  the  great  change  which  awaits  us  all ! 
Let  us  draw  a lesson  from  the  conduct  of  the 
ancient  Egyptians.  Each  king,  we  are  told,  as 
soon  as  he  came  to  the  throne,  began  to  prepare 
his  own  sepulchre,  regarding  this  world  as  but 
a wayside  inn,  at  which  the  traveller  to  another 


ILLUSTRATIVE  TEACHING. 


59 


state  of  being  was  to  stay  for  a little  while. 
And  shall  we,  dear  young  friends,  with  the 
light  of  the  Gospel  beaming  upon  us,  neglect  to 
prepare  for  eternity  ? Let  us  not  be  satisfied 
until  we  can  say  with  the  apostle,  ‘For  to  me 
to  live  is  Christ,  and  to  die  is  gain.5  55 

This  kind  of  illustration,  as  our  readers  will 
remember,  occurs  in  one  of  the  outline  lessons 
already  given. 

Information  on  the  subject  of  Eastern  man- 
ners and  customs  may  be  obtained  from  Pax- 
ton’s “Illustrations  of  Scripture,”  vols.  3 and 
4 ; Callaway’s  “ Oriental  Observations Jamie- 
son’s “ Eastern  Manners and  Burder’s  “ Ori- 
ental Customs.”  For  the  manners  and  customs 
of  ancient  nations  generally,  Rollin’s  “ Ancient 
History”  may  be  advantageously  consulted. 

6.  The  Sciences . — In  these  we  have  an  in- 
exhaustible fund  of  illustrations,  which  it  were 
the  greatest  folly  to  neglect.  Although  even 
the  dry  facts  of  mathematics  may  occasionally 
throw  light  upon  a moral  truth,  yet  the  physi- 
cal sciences  are,  of  course,  the  richest  in  analo- 
gies. A botanist  or  zoologist  will  never  be  at 
a loss  for  illustrations ; and  perhaps  it  is  not  too 
much  to  affirm,  that  the  teacher  who  desires  to 
excel  in  the  mode  of  instruction  we  are  consid- 
ering, must  become,  in  some  degree  at  least,  a 


60 


ILLUSTRATIVE  TEACHING. 


Christian  philosopher.  At  any  rate  a general 
acquaintance  with  the  facts  of  natural  science, 
will  be  found  a most  valuable  accomplishment, 
if  only  for  the  sake  of  the  illustrations  which  it 
will  suggest  to  its  possessor.  The  example  of 
the  Great  Teacher,  who  so  often  drew  a moral 
from  natural  phenomena,  should  also  prove  a 
stimulus  to  the  acquisition  of  this  branch  of 
knowledge,  independently  of  its  intrinsic  worth 
and  interest.  Let  us  take  a few  examples. 

Zoology  must  have  the  first  place.  Suppose 
the  teacher  is  desirous  of  enforcing  the  duty  of 
a firm,  unshakable  adherence  to  the  truth.  He 
may  say : — “ Let  us  take  a walk  on  the  sea 
shore.  Do  you  see  that  round,  pointed  pyra- 
mid of  shell,  resting  on  yonder  rock  ? That  is 
the  house  of  the  limpet ; the  animal  is  inside. 
Try  to  lift  up  the  shell.  In  vain — you  cannot 
move  it.  Use  all  your  force — it  is  of  no  avail. 
So  closely  does  the  limpet  cling  to  the  rock, 
that  although  you  may  break  the  shell,  you 
cannot  remove  it  from  its  place.  Learn  a les- 
son from  this  little  creature.  Cling  closely  to 
the  rock  of  right ; let  every  attempt  to  with- 
draw you  from  it  only  make  your  grasp  more 
firm  and  resolute,  and  suffer  anything,  yea, 
death  itself,  rather  than  lose  your  hold.” 

JBotany  may  next  be  named.  The  reader’s 


ILLUSTRATIVE  TEACHING. 


61 


of  Dr.  Todd’s  “ Lectures”  will  not  faL  to  re- 
member the  use  which  he  makes  of  the  lily  as 
an  emblem  of  the  Christian ; while  the  wheat 
and  tares,  the  vine  and  fig-tree,  of  our  blessed 
Lord,  are  objects  familiar  to  the  mental  eye  of 
every  Sunday  school  teacher.  The  cedar,  wide- 
spreading,  and  of  all  but  eternal  duration, — the 
oak,  a monarch,  yet  of  ignoble  birth, — the  rose, 
fragrant  even  in  decay, — the  need,  yielding,  yet 
unbroken,— the  fly-trap,  alluring  only  to  de- 
stroy,— all  these,  if  wisely  used,  may  be  made 
powerful  means  of  instilling  truth  and  enforcing 
duty. 

Astronomy  will  be  found  of  great  value  in 
illustrating  the  unsearchableness  of  God,  or  the 
mysteries  of  revelation.  For  instance,  the 
teacher  may  say,  “ My  dear  children,  the  power 
and  greatness  of  God  are  subjects  far  above 
our  comprehension.  Do  you  wonder  at  this? 
Gaze  up  at  yon  glorious  sun.  Those  bright 
rays  which  dazzle  your  sight  have  been  travel- 
ling at  the  rate  of  nearly  two  hundred  thousand 
miles  in  a moment  of  time.  That  has  been 
proved ; yet  who  can  understand  such  amazing 
speed?  IST ot  one  of  us.  Yet  light  is  but  the 
handiwork  of  Jehovah ; how,  then,  can  we  hope 
4 by  searching,  to  find  out  God,’  or  comprehend 
His  infinite  greatness?”  So,  again  : — You  say 
6 


62 


ILLUSTEATIVE  TEACHING. 


that  there  are  difficulties  in  the  Bible,  which 
you  cannot  explain.  True ; but  how  many  diffi- 
culties are  there  in  God’s  other  book — the  book 
of  creation!  You  cannot  explain  how  yonder 
silver-shining  moon  is  kept  in  its  appointed 
path,  never  turning  aside,  but  circling  continu- 
ally round  our  earth.  Yet  you  know  that  it 
really  does  this.  And  so  the  Bible  has  its  mys- 
teries ; if  it  had  not,  it  would  not  be  like  the 
other  works  of  God.” 

Chymistry , with  its  thousand  metamorphoses, 
may  be  made  the  vehicle  of  important  teach- 
ings. Suppose  that  the  importance  of  those 
every-day  occurrences,  which  are  often  termed 
trifles,  is  the  truth  sought  to  be  impressed  on 
the  minds  of  a class  of  Sunday  scholars.  The 
following  illustration  may  be  used: — “I  fear 
you  too  often  forget  how  great  an  influence  the 
little  occurrences  of  each  day  have  over  your 
thoughts  and  dispositions.  They  are  ever  act- 
ing upon  you,  either  for  good  or  for  evil. 
Chymists  tell  us  that  a single  grain  of  the  sub- 
stance called  iodine  will  impart  color  to  7,000 
times  its  weight  of  water.  It  is  so  in  the 
higher  affairs  of  life.  One  companion,  one  book, 
one  habit,  may  affect  the  whole  life  and  charac- 
ter. Be  ever  watchful,  lest  your  hearts  become 
tinged  with  evil  when  you  least  expect  it.” 


ILLUSTRATIVE  TEACHING. 


63 


Geology,  anatomy,  physiology,  mechanics, 
physical  geography, — in  short,  the  whole  circle 
of  the  sciences,  may  in  like  manner  be  made 
available  for  the  illustration  of  moral  and  spir- 
itual doctrine.  The  books  consulted  should  be 
of  a popular  and  elementary  kind,  as  such  will 
usually  be  found  to  contain  the  largest  number 
of  illustrative  facts.  Of  course  we  do  not  mean 
to  advocate  a smattering  of  scientific  knowl- 
edge; we  simply  wish  to  show  that  for  the  one 
particular  purpose  now  being  considered,  pro- 
found treatises  will  generally  prove  less  suita- 
ble than  works  of  a simpler  character.  In  nat- 
ural history,  for  example,  such  books  as  Mr. 
Gosse’s  “ Text-Book  of  Zoology ; Mrs.  Wright’s 
“What  is  a Bird?”  and  “Observing  Eye;’’ 
Rev,  C.  Williams’s  “Art  and  Nature,”  “Silver- 
shell,”  and  “World  of  Waters;”  and  Kirby’s 
“Plants  of  the  Land  and  Water,”  although 
written  for  juveniles,  will  yield  an  abundance 
of  illustrations.  Lardner’s  “ Museum  of  Science 
and  Art”  is  a cheap  and  valuable  series  of  trea- 
tises on  natural  science. 

7.  The  Arts. — Both  the  fine  and  the  useful 
arts  are  eminently  suggestive.  The  works  of 
the  painter,  sculptor,  and  architect ; the  mar- 
vels of  photography;  the  curious  details  of 
manufacturing  processes  ; the  varied  operations 


64 


ILLUSTRATIVE  TEACHING. 


of  agriculture  ; the  magnetic  telegraph ; the 
steam  engine;  and  even  the  commonest  pro- 
ducts of  human  skill  and  ingenuity,  are  full  of 
lessons  for  the  thoughtful  mind.  Take,  for  in- 
stance, the  daguerreotype,  which  can  be  em- 
ployed to  illustrate  many  spiritual  truths.  The 
teacher  observes : — “ However  painful  the  trou- 
bles and  afflictions  of  this  life  may  be,  we  know 
that  they  are  sent  for  our  good  ; and  it  is  quite 
certain  that,  if  rightly  improved,  they  will  ren- 
der us  holier,  and  therefore  happier,  although, 
as  the  Bible  says,  they  at  first  c seem  grievous.’ 
You  have  often  seen  a daguerreotype  portrait, 
and,  I dare  say,  have  admired  its  wonderful  ac- 
curacy. How  faithful  is  the  copy!  every  fea- 
ture, every  line  of  the  original,  has  been  j;>our- 
trayed  on  the  surface  of  the  polished  metab 
Much  of  that  strange  process  was  carried  on 
in  the  dark.  The  portrait  was  drawn  in  a dark- 
ened box  ; then  carried  into  a darkened  room, 
and  hidden  from  the  daylight,  until  each  part 
of  the  image  grew  clear  and  perfect.  So,  dear 
children,  if  God  places  us  in  the  dark  chamber 
of  affliction,  it  is  that  we  may  become  more 
like  Him — that  He  may  impress  His  own  im- 
age more  plainly  on  our  hearts  and  lives.” 

8.  Fiction. — Under  this  head  we  include  al- 
legories, parables,  tales,  legends,  and  fables; 


ILLUSTRATIVE  TEACHING. 


65 


sources  of  illustration  which  should  by  no 
means  be  neglected.  The  inimitable  allegories 
of  Bunyan  will  afford  a never-failing  supply  of 
striking  emblems,  while  in  the  discourses  of  our 
Lord  will  be  found  the  best  examples  of  para- 
bolic illustration.  Tales  must  be  but  sparingly 
resorted  to,  even  though  they  may  present 
right  views  of  truth ; as  such  illustrations  are 
mostly  of  too  diffuse  a kind  to  be  generally 
useful.  Fables  and  legends  are  preferable,  be- 
ing striking  yet  not  deceptive.  Mr.  Blacket 
recommends  the  use  of  Oriental  fables;  but 
such,  though  excellent,  are  not  accessible  to 
the  majority  of  Sunday  schdol  teachers.  The 
44  Flowers  of  Fable”  is  a collection  within  the 
reach  of  all. 

Such  a fable  as  the  following  might  be  used 
to  show  the  folly  of  youthful  boasting : — 

44  A gourd  wound  itself  round  a lofty  palm, 
and  in  a few  weeks  climbed  to  its  very  top. 

4 How  old  may’st  thou  be  ?’  asked  the  new 
comer. 

4 About  a hundred  years.5 

4 About  a hundred  years,  and  no  taller ! 
Only  look,  I have  grown  as  tall  as  you  in  fewer 
days  than  you  count  years.5 

4 1 know  that  well,5  replied  the  palm : 4 every 
summer  of  my  life  a gourd  has  climbed  up 
6* 


66 


ILLUSTRATIVE  TEACHING. 


around  me,  as  proud  as  thou  art,  and  as  short- 
lived as  thou  wilt  be.’  ” 

9.  Poetry. — The  employment  of  poetic  quo- 
tations in  religious  teaching  is,  happily,  too 
common  a practice  to  need  enforcing  here.  In 
Sunday  school  instruction,  devotional  poetry 
should  be  frequently  introduced.  Let  our 
readers  try  the  plan,  and  they  will  find  that 
even  in  a few  simple  stanzas  there  lies  a power 
both  to  arrest  the  attention  and  to  affect  the 
heart. 


CHAPTER  VII. 

ON  COLLECTING  ILLUSTRATIONS — CONCLUDING 
HINTS. 

Having  dwelt  at  some  length  upon  the 
sources  whence  illustrations  may  be  obtained, 
the  modes  of  collecting  and  preserving  them 
must  be  briefly  referred  to. 

For  collecting  illustrations,  the  teacher  will 
need  an  observant  eye,  an  attentive  ear,  an  ac- 
tive mind,  and  a heart  thoroughly  devoted  to 
its  work.  We  have  pointed  him  to  a few  iso- 
lated spots,  but  his  field  of  illustration  is  the 
wide  world.  Earth,  air,  and  sea,  we  are  told 


ILLUSTRATIVE  TEACHING-. 


67 


by  naturalists,  teem  with  living  creatures ; the 
observant  teacher  will  find  them  as  rich  in 
illustrations  of  moral  truth.  A lesson,  as  well 
as  an  insect,  lurks  in  each  flower,  and  under  ev- 
ery stone ; but  diligent  search  alone  will  find 
it.  The  teacher  must  ever  wear,  as  a French 
writer  says,  his  “ Sunday  school  spectacles,” 
and  view  all  things  through  a Sunday  school 
medium.  He  must  continually  put  to  himself 
the  question  he  so  often  proposes  to  his  youth- 
ful pupils,  “ What  may  be  learned  from  that?” 

His  ear  must  be  open  to  catch  the  illustrative 
sayings  of  those  with  whom  he  is  thrown  into 
contact  in  the  course  of  his  daily  engagements. 
The  anecdote,  proverb,  or  quotation,  casually 
mentioned  in  friendly  chat,  and  even  the  street 
talk  of  passers-by,  may  be  made  available  to 
“ point  a mc?al”  in  the  Sunday  school  class. 
How  strikingly  such  phrases  and  remarks  were 
seized  and  turned  to  practical  account  by  the 
lamented  “Old  Humphrey,”  our  readers  will 
not  need  to  be  informed. 

In  the  foregoing  chapter,  books  of  various 
kinds  have  been  recommended  as  containing 
illustrative  facts  and  incidents.  The  teacher 
must  in  an  especial  manner  read  with  his  “ Sun- 
day school  spectacles”  on.  Each  book  he  pe- 
ruses should  be  made  to  contribute  to  his  stock 


68 


ILLUSTRATIVE  TEACHING. 


of  illustrations,  while  some  works — a collection 
of  anecdotes,  for  instance,  or  Bunyan’s  Allego- 
ries— may  be  read  for  that  specific  purpose. 
Newspapers  and  magazines  should  be  examined 
with  the  same  end  in  view.  A certain  preacher 
was  asked  “ where  he  got  his  sermons  from?55 
“ Out  of  the  newspapers,55  was  the  brief  rejoin- 
der. Let  Sunday  school  teachers  take  the  hint. 

By  adoj^ting  such  means  as  those  we  have 
enumerated,  a large  store  of  valuable  illustra- 
tions will  speedily  be  acquired.  Suitable  pro- 
vision must,  therefore,  be  made  for  retaining 
them.  They  must  be  committed  to  paper  in 
as  full  a manner  as  time  will  permit,  yet  as  con- 
cisely as  may  be  consistent  with  perspicuity. 
Mr.  Blacket  advises  that  the  teacher  “ should 
procure  a few  blank  volumes,  and  keep  one  by 
him  in  every  hour  of  reading.;  and  whenever 
a tale,  or  anecdote,  or  pleasing  fact  in  natural 
history  crosses  him,  he  should  enter  it  in  short, 
with  the  sentiment  or  sentiments  it  seems  nat- 
urally to  illustrate,  prefixed,  or  put  legibly  at 
the  top,55  and  inserted  in  an  index  at  the  end 
of  the  book.  Illustrations  picked  up  “by 
the  way-side55  maybe  jotted  down  immediately, 
either  in  the  pocket-book  or  on  a slip  of  paper ; 
and  afterwards  copied  into  one  of  the  blank 
volumes,  with  their  appropriate  titles. 


ILLUSTRATIVE  TEACHING. 


69 


In  choosing  illustrations,  the  teacher  must 
seek  to  exercise  a wise  discrimination,  in  order 
that  they  may  be  so  adjusted,  both  in  quantity 
and  quality,  as  to  secure  the  object  for  which 
they  are  introduced. 

When  using  them  in  the  class,  he  must  be 
lively  and  pointed  in  his  manner,  striving  to 
cast  around  the  anecdote  or  comparison  as 
much  of  interest  and  vivacity  as  possible.  Much 
advantage  may  be  gained  by  presenting  inci- 
dents in  the  dramatic  form,  instead  of  narrat- 
ing them  in  the  ordinary  manner.  This  can- 
not be  done  in  every  case,  but  when  the  word- 
picture  is  skilfully  drawn,  the  impression  made 
upon  the  memory  of  the  hearer  is  likely  to  be 
deep  and  lasting.  This  mode  is  admirably  ex- 
plained and  exemplified  in  Abbott’s  “ Way  to 
do  good,”  and  also  in  Stow’s  “ Bible  Emblems,” 
a little  book  of  great  excellence. 

Finally,  let  the  teacher  remember,  that  al- 
though the  conversion  of  his  scholars  can  be 
accomplished  by  Divine  agency  alone,  it  is  for 
him  to  win  their  affections,  captivate  their 
tastes,  inform  their  minds,  convince  their  judg- 
ments, and  impress  their  consciences.  This  is 
his  work ; and  for  its  right  performance  he  is 
responsible.  With  a deep  sense  of  that  respon- 
sibility, let  him  diligently  employ  every  means 


70 


ILLUSTRATIVE  TEACHING. 


to  qualify  himself  for  his  momentous  duties. 
To  earnest  prayer  let  him  unite  earnest  labour  ; 
deeming  no  task  too  arduous  and  no  sacrifice 
too  great,  to  secure  for  each  of  his  youthful 
charge  an  interest  in  the  great  salvation,  and 
a place  among  the  children  of  God. 


I 


’ 

■ 

Vr  is!'. 

* 

